Determinants of ChatGPT adoption intention in higher education: individual, social and institutional perspectives from Mogadishu, Somalia

This paper explores the factors affecting the extent of students’ behavioral intention to adopt ChatGPT among university students in Mogadishu, Somalia using an extended version of the Technology Acceptance Model (TAM). The study integrates perceived usefulness, perceived ease of use, perceived risk and institutional trust to examine their influence on students’ behavioral intention to adopt ChatGPT. A structured survey was administered to university students and the collected data were analyzed using Partial Least Squares Structural Equation Modeling. The findings reveal that perceived usefulness is the strongest predictor of students’ behavioral intention to adopt ChatGPT, followed by institutional trust and perceived ease of use, while perceived risk negatively influences adoption intention. These results suggest that both technological perceptions and trust-related factors play an important role in shaping students’ intention to adopt ChatGPT within higher education contexts. The findings provide important implications for educators and policymakers seeking to facilitate the responsible integration of generative AI tools in universities. Overall, the study contributes to the literature by highlighting the key determinants influencing students’ behavioral intention to adopt generative AI technologies such as ChatGPT in higher education settings, particularly in developing country contexts.