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

important for organizations to enhance preventive measures. However, comprehending these factors is challenging for institutions to stay vigilant, to detect possible threats to prevent fraud activities (Cressey, 1953). Mostly, people justify fraud when they often experience pressure and see a way out by doing so. Here comes the Fraud Triangle Theory with a progressive philosophy to understand the reasons behind fraud. The Fraud Triangle theory has made significant progress in developing a philosophical foundation for understanding fraud occurrence ( Ma, III. C onceptual M odel and H ypothesis D evelopment a) Conceptual Model In figure 1, The framework suggested below, is based on reconciling the theories of TAM, proposed by Davis (1989), focuses on two primary determinants of technology adoption: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and UTAT Venkatesh et al. (2003) theories in addition to research conducted by relevant scholars in the field. ChatGPT in Moroccan Education Sector: Examining the Attitude of Student Acceptance and Usage Intent Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 11 © 2025 Global Journals b) Hypotheses Development Perceived Usefulness refers to how much students believe that using ChatGPT will help them do better in their studies, includes making studying easier, improving understanding of course materials, and overall enhancing their academic performance. Based on the theory of technology acceptance model (TAM) of (Davis, 1986), perceived usefulness (PU) significantly predicts users attitude and behavioral intention to adopt the use of a technology. Similarly, Albayati (2024) found that when people have good experiences with such technologie like ChatGPT, they tend to feel more positive about using it. For example, if a student find that ChatGPT consistently gives them accurate and helpful responses to their academic questions, they are more likely will use it regularly to improve their studies. Additionally, a research conducted by Iqbal, Ahmed, and Azhar (2022) highlights that if the instructors perception of ChatGPT as a valuable tool in their teaching methodologies it positively impacts their attitude to use it. This finding where the perceived usefulness of ChatGPT is likely to influence students attitudes in a similar manner. Given that both instructors and students engage with ChatGPT within educational settings, their positive results with the technology can contribute to their overall acceptance and ongoing utilization of it. Accordingly, it is hypothesized that: H1: Perceived Usefulness Positively Impacts Students' Attitude towards using ChatGPT. Perceived Credibility refers to the degree to which students believe that ChatGPT provides reliable, accurate, and trustworthy information. Students are convinced that ChatGPT provides accurate and reliable information; therefore, they develop positive beliefs regarding its usage to attain their academic objectives (Tiwari et al., 2023). Its effective everyday usage results in making students believe it could do more, leading them to adopt a positive attitude in terms of its utility and boost their self esteem. This is exactly what a student Qingxiong & Liu, Liping, 2005). Figure 1: Hypothesized Model