Assessing the influence of perceived acceptance, anxiety, and readiness on generative artificial intelligence behavioral intention

In the wake of the transformative influence of generative artificial intelligence (GenAI) on the teaching and learning process and learning outcomes, instructors and students inevitably must embrace and develop proficiency in GenAI technologies. Despite its growing influence, research on the factors driving behavioral intention to adopt GenAI, particularly in the context of open and distance learning (ODL), remains limited. This study aims to address this gap by examining the influence of three factors—perceived acceptance, anxiety, and readiness—on the behavioral intentions of ODL instructors and students toward adopting GenAI. Quantitative data was collected through questionnaires from 69 instructors and 440 students. Using structural equation modelling, the study finds that perceived usefulness is the most significant predictor of behavioral intention for both groups. However, while perceived ease of use and GenAI readiness significantly influence students’ intentions, they do not affect instructors. GenAI anxiety does not significantly impact behavioral intention for either group. The findings suggest that to effectively encourage instructors to adopt GenAI, it is crucial to emphasize its usefulness and benefits in their teaching practices. For students, it is important for educators and policymakers to provide additional training and workshops to enhance their skills and readiness in using GenAI effectively.