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Abstract This research details postsecondary education (PSE) students’ (n = 1021) use of artificial intelligence (AI) technologies—specifically Generative AI (GenAI) tools like ChatGPT—in their academic activities. Through a comprehensive survey analysis, the study sought to identify the extent of GenAI usage for academic purposes, exploring factors such as gender, level of study, and primary language proficiency. Key findings revealed a significant adoption rate among PSE students and high intentions to continue using AI to do academic work in subsequent year. Gender-based usage slightly affected the use of AI and the intention to use AI. There was no substantial differences corresponding to primary language or level of study. The research leveraged the unified theory of acceptance and use of technology (UTAUT) model to interpret these patterns, suggesting that gender differences and technological acceptance behaviours significantly influence GenAI tool adoption. The study emphasizes the need for educational institutions to adapt to the evolving landscape of AI in education, advocating for policies that recognize and integrate the use of GenAI tools in academic settings. It also invites scholars to examine why females are more likely to report not having used AI or intending to use AI than expected.
Kumar et al. (Mon,) studied this question.
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