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

academic integrity, they will like it more. Highlighting perceived academic integrity can greatly enhance positive attitudes. Finally, Hypothesis 9 (H9) is very strongly supported (beta = 0.529, p-value = 0.000), showing that if students have a positive attitude towards ChatGPT, they are very likely to use it. This confirms that positive attitudes significantly predict the behavioral intention to use ChatGPT. Table 5: Path Coefficients d) The Moderating Effect From the results obtained (Table 5.1. Moderating effects) The moderators of the model are, Hypothesis H10 and Hypothesis 11. H10 suggests that the perception of instructors competency in AI might affect how students positive attitudes towards AI translate into their intentions to use AI technologies. The beta value obtained is 0.127 which is positive, implying that as students perceive their instructors to be more skilled in AI. However, the p-value obtained is 0.056 which is higher than the conventional value of 0.05 for statistical significance. This means we can't conclude that perceived instructor AI competency moderate student behavioral intention to use AI technologies. In Hypothesis H11, it's proposed that religiosity among students moderate their intentions to use it. The beta value obtained is 0.087, the p-value of 0.092 shows that this effect is not significant. This means that although there might be a trend where religiosity impacts how attitudes translate into behavioral intentions, the evidence doesn't strongly support a significant moderating effect of religiosity in this context. This could be because other factors, like how useful or easy to use ChatGPT is, matter more to students than their religious beliefs. Table 5.1: Moderating effects Relationships Beta STDEV T-statistics P-values H1 Perceived Usefulness -> Attitude towards ChatGPT 0.270 0.065 4.152 0.000 H2 Perceived Credibility -> Attitude towards using ChatGPT 0.255 0.067 3.792 0.000 H3 Social Norms -> Attitude towards ChatGPT 0.052 0.049 1.068 0.286 H4 Student Digital Literacy -> Attitude towards ChatGPT 0.061 0.055 1.109 0.268 H5 Perceived Bias/Inaccuracies -> Attitude towards using ChatGPT 0.092 0.046 1.998 0.046 H6 ChatGPT Resistance -> Attitude towards using ChatGPT -0.098 0.040 2.459 0.014 H7 Ethical Values/Morals/Integrity -> Attitude towards using ChatGPT -0.077 0.052 1.466 0.143 H8 Perceived Academic Integrity -> Attitude towards using ChatGPT 0.343 0.085 4.042 0.000 H9 Attitude towards using ChatGPT -> Behavioral Intention 0.529 0.071 7.435 0.000 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 18 © 2025 Global Journals Hypotheses Relationship Beta STDEV T Statistics P Values Moderating Effects H10 Perceived Instructor AI Competency -> Behavioral Intention 0.127 0.067 1.912 0.056 H11 Religiosity -> Behavioral Intention 0.087 0.052 1.687 0.092 VI. D iscussion a) Theorical Implications This study provides insights into ChatGPT's acceptance in Moroccan education. First, the significant relationship between perceived usefulness and students attitudes towards using ChatGPT aligns with the findings of Davis (1986), who emphasizes that the importance of perceived usefulness in the Theory of Technology Acceptance Model (TAM). This confirms our assumption