Generative artificial intelligence (AI) tools are disruptive innovations of recent times that have tranformed numerous sectors, including education. In the realm of management education, platforms such as ChatGPT are redefining teaching methods, tailoring learning pathways and opening new research frontiers. This study examined MBA students’ perceptions of their knowledge, willingness to use and challenges encountered when engaging with generative AI tools, particularly ChatGPT considering differences by gender and by usage frequency. Through purposive sampling, responses were collected from 179 MBA students at management institutes in Bengaluru, Karnataka, via an online survey adapted from the validated questionnaire by Chan and Hu. Data analysis was conducted using SPSS version 26 for Windows. Bootstrapped univariate General Linear Models showed no gender-based disparities in students’ knowledge, willingness or perceived challenges; however, usage frequency of AI tools emerged as a strong predictor of willingness to adopt. Multiple regression results indicated that greater knowledge positively influenced both perceived challenges and willingness, while perceived challenges significantly affected willingness. A Sobel mediation test further demonstrated that challenges partially mediated the effect of knowledge on willingness—suggesting that increased knowledge heightens awareness of potential challenges, which in turn shapes students’ willingness to embrace these tools. These outcomes offer actionable guidance for educators and decision-makers, highlighting the importance of enhancing AI literacy, minimizing barriers to adoption and providing inclusive, experiential learning environments to support the responsible and confident integration of generative AI in management education.
Delina et al. (Sun,) studied this question.