From resistance to acceptance: the dynamics of educators’ intentions to use chatbots and the role of educators’ autocratic behaviour

Purpose This study investigates the educational shift towards AI, focusing on chatbot technology. It examines educators’ willingness to adopt chatbots, emphasizing the moderating role of autocratic behaviour. The research is based on the Educators’ Adoption of ChatGPT Model (EACM), a foundational model that combines UTAUT and SQB frameworks with novel elements for educational adoption. Design/methodology/approach This research utilized a quantitative approach, analysing data from 389 valid responses from faculty members of Saudi Arabian universities. Through careful scrutiny and PLS-SEM, the study validated the model’s robustness and gained a nuanced understanding of the dynamics influencing the educators’ intentions to adopt chatbot technology. Findings The research identified six factors that positively impact educators’ inclinations to utilize chatbots, with Chatbots Resistance (CR) negatively affecting intentions. Perceived Educators’ Effort Expectancy, Autonomous Motivation, Learners’ AI Competency, Educators’ Competency, Innovative Behaviour and Students’ Engagement were key positive influencers. Conversely, factors like Unfair Evaluation, Students’ Overreliance and Bias increased the CR. Educators’ Autocratic Behaviour (EAB) moderated these effects, notably softening CR’s negative impact on adoption intentions, highlighting complex dynamics in educators’ chatbot adoption. Originality/value This study integrates facilitators and barriers into a unified chatbot adoption model in education, highlighting EAB as a novel moderator. It extends the UTAUT and EACM frameworks, demonstrating how educators’ perceptions and leadership styles impact their intentions to adopt educational technology. It enhances our understanding of technology adoption in education and sets the stage for future research.