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 13 © 2025 Global Journals make people hesitant about using AI in education. Accordingly, it is hypothesized that: H6: Students' Resistance to ChatGPT Negatively Impacts their Attitude towards using ChatGPT. Moral Values refer to the principles and standards of behavior that students consider to be important and right, guiding their actions and decisions. Based on a study conducted by Fahri (2023) students moral values play a crucial role in determining the attitude regarding the integration of ChatGPT (Farhi et al. 2023). This casts doubts to students on how ChatGPT usage goes against their moral values. For one thing, ChatGPT resistance could imply ethical concerns, data privacy problems or any misconduct resulting from AI technologies leading to a disadvantageous approach about its acceptance. From a student perspective, the employment of AI tools in academic learning is considered unjust if it appears a category is benefiting from its usage in contrast to others (Farhi et al. 2023). In addition, Iqbal (2023) study mentioned that students worry about the truthfulness and correctness of AI generated responses, fearing that using such tools might go against their own moral principles. These worries lead to negative feelings about ChatGPT when students think it might harm their honesty or academic principles. Accordingly, the study proposed that: H7: Students' Moral Values Negatively Impact their Attitude towards using ChatGPT. Perceived Academic Integrity refers to students' beliefs about maintaining honesty and originality in their academic work while using technological tools like ChatGPT. Bin-Nashwan et al. (2023) found that how students think ChatGPT affects academic honesty greatly influences in their attitudes. If students believe using ChatGPT for their studies might make their work less authentic or original, they're more likely to see it in a negative light. This might stop them from using ChatGPT because they are worried about being not honest and keeping their work not credible. Other study by Iqbal (2023) points out that students are concerned that using these tools could make it easier to cheat, which could harm their academic reputation or lead them to bad consequences. The potential for plagiarism or undermining one's own learning process has been identified as significant barriers to the acceptance of ChatGPT in educational settings. . Hence, the following hypothesis is proposed. H8: Perceived Academic Integrity Negatively Impacts the Students' Attitude towards using ChatGPT. Intention to use refers to the likelihood that students will use ChatGPT for their academic activities based on their attitudes towards the technology. According to Artur Strzelecki (2023) having a positive attitude towards ChatGPT leads to a stronger intention to use the system. When students have positive opinions about ChatGPT, it motivates them to use the technology more in their academic pursuits. Another study by Abdaljaleel et al. (2024) shows that when students feel confortable with such a technology like ChatGPT, they're more likely to use it. Likewise, Albayati (2024) found that if students think ChatGPT is easy to use and helpful, they're more willing to use it often. These studies highlight how important it is for students to have positive experiences with AI tools like ChatGPT to want to use them more. therefore: H9: Students' Attitude toward using ChatGPT Positively Impacts their Intent to use it. Perceived Instructors' AI Competency refers to the extent to which students believe that their instructors are skilled and knowledgeable in using AI technologies in educational settings. According to the research by Sanusi et al. (2022), perceived competency of instructors in artificial intelligence plays a crucial moderating role in shaping students attitudes toward AI use in educational sectors. Effective instructors is a key role in shaping how students perceive AI technologies like ChatGPT. By integrating AI into their teaching methods, they can clarify how AI works, link its use to their educational goals. This approach creates a supportive learning environment where students feel comfortable with AI technologies. Additionally, the systematic review by Salas-Pilco, Xiao, and Hu (2022) highlight the importance of instructors AI competencies in moderating students attitudes. It highlights that instructor confidence and capability in using AI directly impact how students perceive the reliability and effectiveness of AI applications in education. Moreover, The relationship between instructors perceived competency in AI and students attitudes towards its use aligns with established theories like the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). According to TAM, users who are more proficient in AI can enhance students perception of its usefulness and ease of use, thus promoting greater acceptance of AI among students. Similarly, UTAUT suggests that users with high AI competency can create conditions that facilitate positive attitudes towards AI, leading to increased performance and effort expectancy between instrusctors and students. H10: Perceived Instructors' AI Competency Moderate the Relationship between Attitude towards AI use. Student Religiosity refers to the extent to which students religious beliefs and practices influence their attitudes and behaviors. In the ChatGPT context, the more religiously inclined students are less likely to give in to the use of AI tools like ChatGPT, as noted by Reed (2021). Islam is the largest religion in Morocco, with more than 99% of the population adhering to it. The country follows only one religion which is Islam, and Islamic teachings play a crucial role in shaping cultural and societal norms (Islam Web, 2023). Supporting this,