Student adoption of meta AI-supported learning tools in business education: A TAM-informed study of self-reported use behavior

This study examines factors associated with business students’ self-reported use of Meta AI-supported learning tools in academic tasks. A quantitative cross-sectional survey was conducted with 400 business students from higher education institutions in Bangladesh who had prior academic experience using Meta AI-supported assistance. The study applied a TAM-informed adoption framework and tested the effects of ethical AI practices, personalization, trust in technology, and perceived value on technology use behavior using partial least squares structural equation modeling. The results show that all four predictors were positively associated with technology use behavior under one-tailed directional testing. Perceived value had the strongest relationship with technology use behavior, followed by personalization, ethical AI practices, and trust in technology. Effect size results further showed that perceived value made the largest contribution to students’ reported use. The findings suggest that students’ use of Meta AI-supported learning tools is primarily shaped by perceived academic benefit, while personalization, ethical AI practices, and trust provide additional adoption conditions. The study contributes adoption-level evidence on AI-supported learning in business education. The findings should be interpreted within the limits of a cross-sectional, self-reported design and do not establish effects on learning outcomes, academic performance, or educational equity.