Adoption of Generative Artificial Intelligence Tools for Teaching and Learning at Graduate Level in Multan, Pakistan: An Extended Technology Acceptance Model Perspectives

Abstract

Generative artificial intelligence (GenAI) technologies like ChatGPT are changing higher education and are being increasingly used by students and faculty, but there is little empirical evidence of their use among graduate students in the context of development. This study examines the use patterns, technology acceptance and ethical consideration of GenAI in the context of teaching and learning support among the graduate students of Multan, Pakistan. An adapted long version of the Technology Acceptance Model (TAM) including ethical issues and social influence was used to gather data by means of a physical questionnaire from a convenience sample of 68 master's and doctoral students. The findings show a high level of familiarity with ChatGPT (around 85%), a moderate-to-high perceived usefulness and ease of use, high level of behavioral intention and a moderate level of ethical concerns about plagiarism and critical thinking. The highest frequency of use was for idea generation and research support, and the lowest for teaching preparation. Some of the main TAM pathways were confirmed using correlation and regression analyses, where perceived usefulness was found to be a good predictor of intention and actual use. The results highlight the dual nature of graduate students as students and upcoming educators and provide implications for the development of AI literacy programs, institutional policies, and curriculum development for higher education institutions in Pakistan. It is recognized that the sample size and convenience sampling were limitations. The work provides contextual evidence from a sample of graduates from the Global South and highlights the importance of reflecting on the classical acceptance models through the lens of ethics and social constructs when addressing probabilistic generative technologies.

Keywords: Generative Artificial Intelligence, Technology Acceptance Model, Graduate Students, Multan, Teaching and Learning, Ethical Concerns, Pakistan, Higher Education.