Globalising higher education in Africa through artificial intelligence: student acceptance of ChatGPT in an open distance and e-learning context

Introduction Higher education is increasingly globalised through digital technologies, Open Distance Learning, e-Learning, and emerging generative AI. In the absence of research examining the acceptance and use of ChatGPT by students in an Open Distance and e-Learning higher education setting, this study evaluated a UTAUT2 model comprising seven standard predictors and Personal Innovativeness, as well as moderating variables age, gender, work status, and year of study. Methods Data collected from 294 students at the largest distance education institution in Africa were analysed using partial least squares structural equation modelling. Results Four relationships with Behavioural Intention were significant, with Habit emerging as the strongest predictor, followed by Facilitating Conditions, Personal Innovativeness, and Performance Expectancy. Effort Expectancy was found to be negatively associated with Behavioural Intention. Social Influence and Hedonic Motivation were not significantly associated with Behavioural Intention. For Use Behaviour, Habit was once again the strongest predictor, followed by Facilitating Conditions, with Behavioural Intention negatively associated. Neither Social Influence nor Hedonic Motivation returned a significant relationship with Behavioural Intention. The interaction between Year and Hedonic Motivation was the only significant moderator of Behavioural Intention. Discussion As the first UTAUT2 study on the intention and actual use of ChatGPT in an ODeL environment, this study not only offers new insights into ChatGPT use but also leaves ample scope for further research.