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 Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 12 © 2025 Global Journals experience with AI feels like. It becomes a trustworthy source that is frequently used due to its provision of reliable and accurate information. Research by Iqbal (2023) supports this notion, showing that students who trust ChatGPT's responses are more inclined to use it for learning, leading to improved academic engagement and outcomes. Additionally, findings from Sallam et al. (2023) confirm that perceived credibility is crucial in validating the acceptance of ChatGPT, demonstrating that students who viewed ChatGPT as credible showed positive attitudes towards use in it into their studies. These studies underscore the significance of perceived credibility in shaping students' acceptance and continued use of ChatGPT in educational settings. Accordingly, the study proposed that: H2: Perceived Credibility Positively Impacts Students' Attitude towards using Chatgpt. Social Norms refer to the shared expectations and rules that guide the behavior of people within social groups. Based on the Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003) and the Technology Acceptance Model (TAM) (Davis, 1986), UTAUT demonstrates that social norms are a driver towards technology adoption and implies that ChatGPT is to show positive acceptance in case it gets taken up by the community of students (Mahmud et al., 2024). TAM reinforces this by highlighting the influence of social pressures on technology adoption. With these combined, students are more likely to view ChatGPT positively if it is seen as a norm within their social circles. In addition, Sallam et al. (2023) found that students who get attracted by their collegues using ChatGPT, they have better attitudes towards it. Similarly to a study conducted by Fabella (2023) who discovered that first- year college students are more likely to accept ChatGPT if they believe others view it positively. This finding underscores the impact of peer opinions and social norms on students attitudes towards new technology like ChatGPT which is the case in this study. These mentioned findings collectively emphasize the importance of considering peer influence and prevailing social norms when understanding students' acceptance of innovative technologies. Accordingly, the study proposed that: H3: Social Norms Positively Impact Students' Attitude towards using ChatGPT. Digital Literacy refers to the ability to effectively use digital tools and technologies to find, evaluate, create, and communicate information. According to a study conducted by Annamalai and Naghmeh- Abbaspour (2023), digital literacy plays a significant role in how students perceive and adopt new technologies like ChatGPT. Those with strong digital skills tend to appreciate ChatGPT's capabilities more, leading to better academic performance and a positive attitude towards its use. As students become more proficient with digital tools, they can maximize ChatGPT potential to enhance their learning experiences. Further research by Firat (2023) supports that students with higher digital literacy are more favorably towards using ChatGPT, recognizing its potential to support diverse learning activities effectively. Learners do not have to put extra effort into learning how to use ChatGPT as it is similar to searching for information on the Internet. If the use of ChatGPT is easy, clear, and simple, students would intend to use it for learning purposes in the future. Accordingly, the study proposed that: H4: Students' Digital Literacy Positively Impacts Students' Attitude towards using Chatgpt. Perceived Bias/Inaccuracies refer to the extent to which students believe that the information provided by ChatGPT is biased, incorrect, or misleading. Based on Barakat, Salim, and Sallam (2024) findings, students perception of bias or inaccuracies in ChatGPT responses significantly impacts their attitude toward using the technology. These perceptions can highlight trust and reliance on ChatGPT for academic purposes, causing students to question the AI tool reliability and accuracy. Hidayat-ur-Rehman and Ibrahim (2023) support this finding by indicating that perceived bias and inaccuracies not only discourage educators but also significantly influence students willingness to adopt ChatGPT. The study highlights that these negative perceptions resulted the resistance to use ChatGPT. Accordingly, it is hypothesized that: H5: Perceived Bias/Inaccuracies Negatively Impact Students' Attitude towards using ChatGPT. ChatGPT Resistance refers to the reluctance or refusal of students to use ChatGPT due to various concerns such as discomfort, distrust, or preference for human interaction. According to Yilmaz research, students attitude changes as a consequence of ChatGPT resistance. The findings showcase that if students feel discomfort, distrust, or prefer human interaction instead of AI technologies, it influences their attitude towards using ChatGPT and it evolves into an unfavorable tool. ChatGPT resistance may develop for several reasons, including laziness, concerns about trustworthiness, or the fear of being caught using AI tools. Hence, these motives negatively impact students' willingness to accept ChatGPT as a facilitator in their learning process and discourage them from forming a positive attitude towards it (Yilmaz, 2023). Another research conducted by Famaye, Bailey, and Adisa (2024) found that students are worried if using AI tools like ChatGPT might make them lazy and harm their writing skills, leading to negative attitudes toward such technology. Similarly, Sevnarayan’s (2023) study showed that both students and instructors have concerns beyond just reliability and ethics when it comes to using ChatGPT, affecting how they feel about it overall. These studies highlight how various worries can combine to