Quantitative survey reveals perceived trust does not drive AI adoption intentions among university students, suggesting other technology acceptance factors dominate mobile learning uptake.
Artificial intelligence (AI) is transforming practices across multiple domains, including education, where adaptive teaching methods are enhancing learning processes. This study examines whether trust influences AI acceptance in higher learning institutions (HLIs) in Tanzania. Using a quantitative approach based on structural equation modeling (SEM) with data from 215 respondents, we extended the Technology Acceptance Model (TAM) by integrating trust as an external variable. While the model was generally supported, perceived trust did not emerge as a significant predictor of behavioral intention to use AI in Tanzanian HLIs. These findings provide theoretical and policy insights for AI adoption in higher education and suggest avenues for future research.
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Renatus Michael Mushi (2025) studied this question.
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