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 19 © 2025 Global Journals that perceived usefulness is a critical factor influencing students behavioral intentions to adopt AI tools, supported by recent works that highlight its role in shaping technology acceptance behaviors (Venkatesh et al., 2003; Albayati, 2024). Also, the findings indicates that perceived credibility significantly impacts students attitudes towards ChatGPT. This confirms previous research by Tiwari et al. (2023), highliting the importance of credibility in technology adoption. Our findings highlight that trust and reliability in ChatGPT are essential for its acceptance among students, highlighting the critical role of perceived credibility in technology adoption within educational settings. Contrary to expectations, our study indicates that social norms, which is often significant in influencing technology adoption as mentioned in the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003), do not have a strong impact in this research. In the Moroccan educational sector (Universites), is seems to be different. our study found that social norms do not significantly influence attitudes towards ChatGPT, which difffers from findings by Mahmud et al. (2024) which suggested that social norms play a crucial role in adopting new technology. Moroccan students have a more individualistic way of deciding whether to use new technology. They care more about their own thoughts and preferences than what others thinks. Additionally, our study found that digital literacy has little impact on attitudes toward ChatGPT, which contradicts expectations based on prior research suggesting that digital literacy should promote technology adoption (Nagaletchimee Annamalai & Bita Naghmeh-Abbaspour, 2023). This suggests that students may already possess a strong understanding of digital tools, causing their technological proficiency less influential in their willingness to use ChatGPT. Essentially, because students who belong to Generation Z, which is known for being digital natives, could explain why their level of digital literacy doesn't significantly impact their attitudes toward ChatGPT. Supporting this idea by a recent work, Generation Z individuals have grown up surrounded by technology, so they may already possess a high level of digital literacy compared to previous generations (Latkovikj & Popovska, 2020). For perceived bias and inaccuracies in ChatGPT responses, the results indicates that it negatively impact students' attitudes, aligning with findings by Barakat Salim and Sallam (2024). This highlights ongoing concerns about the reliability of AI outputs and highlithing the need for improvements in AI technologies to reduce biases and inaccuracies, which are crucial for gaining student trust and wider acceptance in educational contexts. Moreover, we found that resistance to ChatGPT negatively influences attitudes towards its use, supporting the notion presented by Yilmaz (2023) that fear of AI and discomfort with technology can hinder adoption. This suggests that resistance based on a lack of familiarity or fear of becoming overly dependent on AI could be significant barriers to the integration of AI technologies such as ChatGPT in education. For the Ethicals and Valus, our results did not find a significant impact of them on attitudes towards ChatGPT, This is different from what other studies done by Farhi et al. (2023) and Bin-Nashwan et al. (2023). They found that students concerns about privacy and academic honesty strongly influence how they feel about AI tools like ChatGPT. The difference between these studies and ours may indicate a unique cultural or educational perspective in Morocco, where ethical concerns might be acknowledged but are less noticeable by factors like perceived usefulness or credibility in determining the acceptance of ChatGPT. The study suggests that having a positive attitude toward ChatGPT strongly affects the intention to use it, which supports the idea that attitude plays a crucial role in determining usage intentions. This finding is consistent with previous research by Artur Strzelecki (2023), which showed that favorable attitudes toward educational technologies are a strong predictor of their continued use. This highlight how positive user experiences are vital for encouraging the adoption of technology. While our study didn't find significant evidence supporting the idea that perceived instructor AI competency affects the intention to use ChatGPT, this differs from the findings of Ball and Levy (2008). They proposed that instructors proficiency with AI tools can influence students attitudes and intentions to use them. This difference in findings could be due to variations in how extensively AI is used in teaching practices or differences in educational environments. Moving to Relgiosity, Our results indicate that religiosity doesn't significantly change the relationship between attitudes toward ChatGPT and the intention to use it. This differs from previous ideas suggesting that religiosity could affect technology adoption (Reed, 2021). It means that, in our study's context, religious beliefs don't notably students inteions for using AI. This suggests that personal beliefs might not be as important as previously thought in determining technology acceptance in this aspect. These theoretical insights not only deepen our understanding of how AI technologies like ChatGPT are perceived within the Moroccan educational universities but also offer a framework for predicting and enhancing technology acceptance among students. b) Practical Implications This study found that students willingness to use ChatGPT in Moroccan educational universities is influenced by their attitudes towards the technology. This means that how students feel about ChatGPT play a big role in whether they decide to use it. The universities need to critically focus on improving the perception of students toward ChatGPT and the way people feel about it for such technology to be effectively used.