Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

ChatGPT in Moroccan Education Sector: Examining the Attitude of Student Acceptance and Usage Intent Achraf Jamil Abstract- Purpose: The purpose of this research is to examine the variables that contribute to favorable attitudes toward ChatGPT within Moroccan society. It also seeks to investigate how this affects Morocco's attitudes toward ChatGPT and their intentions to use this technolog The study attempts to determine what influences students' decisions to use ChatGPT by comprehending these factors. Design/Methodology/Approach: The study utilized a structured questionnaire to gather data from 286 students across various universities in Morocco. Using structural equation modeling (SEM). Findings: The findings from the study provide insight into the significant variables influencing students about using ChatGPT. First of all, when students believe ChatGPT will be reliable and helpful for their academic needs, they are more likely to accept it and use it. This shows that students' attitudes are significantly shaped by their perceptions of ChatGPT's benefits and credibility. Interestingly, factors like social norms, digital literacy, and instructors' AI skills, Religiosity do not seem to strongly influence students' willingness to use ChatGPT. Practical Implications: The results demonstrate how widely ChatGPT is accepted by Moroccan respondents. It highlights how important it is to raise ChatGPT's perceived value and credibility in order to increase student adoption and usage. To fully realize ChatGPT's educational benefits, educational institutions should carefully integrate it into their curriculum while guaranteeing its dependability. Originality/Value: While recents research has examined the variables influencing students attitudes and intentions of using ChatGPT and their possible effects. This study is the first of its kind to try to look into this relationship in the setting of a developing, collectivist society like Morocco. Keywords: ChatGPT, perceived usefulness, perceived credibility, behavioral intention, educational technology, AI adoption, moroccan education sector. I. I ntroduction ver the last few years, the educational sector has experienced a massive transformation due to the rapid implementation of Artificial Intelligence (AI) technologies, especially ChatGPT (Nasir and Javed, 2023). These technologies have introduced strong progressive and interactive learning methods that vary from traditional patterns. This study aims to understand the relationship between Moroccan University students and the use of ChatGPT, examining students’ attitudes and behavioral goals within their educational journey. The dominance of such technology and its ongoing growth in the education sector worldwide has been taken into consideration in this research. This study was initiated due to the significant changes AI has brought to the educational sectors, necessitating an understanding of its impact on students. ChatGPT provides an innovative approach and an exclusive experience to enhance students' learning process in their educational journey, offering automated interactive conversation, personalized and engaged discussions where they can immediately ask questions and receive feedback ( Wu, 2023; Rasul et al., 2023). Existing literature highlights both the benefits and concerns of AI in education, providing a foundation for this study exploration. Despite these benefits, the implementation of ChatGPT has also raised concerns regarding the impact it has on the students' ability to establish critical thinking and academic honesty as it may lead students to become strongly dependent over its use for academic assistance, potentially compromising their academic integrity (Wu, 2023; Rasul et al., 2023). While some argue in favor of integrating ChatGPT in educational use as it strengthens students learning and academic comprehension, others claim it may weaken students fundamental academic skills such as critical thinking (Qawqzeh, 2024). Considering the complex relation- ships and conflicted opinions over the use of AI in educational purposes, this study explores several elements that impact Moroccan students' adoption, aims, and perceptions towards the application of ChatGPT. These elements include Attitude towards using ChatGPT, Behavioral Intention, ChatGPT Resistance, Ethical Values/Morals/Integrity, Perceived Academic Integrity, Perceived Bias/Inaccuracies, Perceived Credibility, Perceived Instructor AI Competency, Perceived Usefulness, Religiosity, and Student Digital Literacy Social Norms. Moreover, this research attempts to study models/theories: Technology Acceptance Model (TAM) (Davis, 1989), Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003), and Fraud Triangle theory’s usefulness to form an actual influence over user behavior in Morocco’s cultural and educational context. This method aims to offer a thorough understanding of the reception and implementation of AI in education and valuable insights within socio-cultural settings. Morocco was chosen for this study because its cultural and educational context is unique. The relevance of this study highlights Moroccan education as it is poorly O Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 9 © 2025 Global Journals Author: School of Business Administration, Al Akhawayn University in Ifrane, Ifrane, Morocco. e-mail: achraf.jamil@outlook.fr