Adoption of ChatGPT in Higher Education: Insights from the Unified Theory of Acceptance and Use of Technology Model

Sexual harassment in educational institutions has long been a global concern. Various studies on sexual violence have been carried out, but research on personality, power, and moral disengagement, which are associated with sexual harassment behavior among students in higher education, was still limited. Therefore, this research aims to investigate the influence of personality, power, and moral disengagement on sexual harassment behavior among students in higher education. This research involved 403 students from 5 universities in Balikpapan City, East Kalimantan Province, Indonesia. We used structural equation modelling (SEM) analysis to test the influence of each variable. According to the research's findings, moral disengagement, and personality both have a direct impact on sexual harassment. In addition, moral disengagement has been proven to be able to mediate between power and sexual harassment. The results of this research provide important implications for public policy makers in higher education, practitioners, researchers, and the public in identifying factors of sexual harassment among students in higher education.

While online learning is often criticised for its lack of interactivity, H5P technology has been widely adopted in online learning environments (OLE) to facilitate learning engagement. Although comprehensive research has been conducted to examine the practical effectiveness of H5P, there is limited understanding of students' intention to use the technology and its impact on learning performance. This study, therefore, aims to propose a conceptual model to unveil decisive factors influencing students' use of H5P and its impact on learning engagement and performance in OLE based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model and Perceived Pedagogical Value (PPV) model. A survey conducted by 186 Chinese students in higher education revealed that social influence, facilitating conditions, and behavioural intention significantly impact students' engagement and performance with H5P, and that engagement positively contributes to performance. This study increases understanding of students' perceptions regarding the impact of H5P technology on learning engagement and outcomes through a theoretically grounded analysis of empirical data from the higher education context and offers implications for the design and implementation of interactive OLE.

The purpose of this study is to examine the behavioral intention/actual behavior of adoption of Mobile Kasir Point of Sale (Moka POS) users using Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Micro, Small, and Medium Enterprises (MSME) have a major contribution to the Indonesian economy, especially MSMEs in Jakarta as an economic center of the nation. During the pandemic, MSMEs are increasingly aggressive in optimizing the use of digital technology in accounting such as Moka POS. The research method is a survey using electronics questionnaires to MSME owners in Jakarta who are using Moka POS. The data analysis technique used a Structural Equation Model (SEM) with the Smart Partial Least Square (PLS) software approach. The result shows that performance expectancy, effort expectancy, and social influence have a positive effect on behavioral intention, and behavioral intention also has a positive effect on actual behavior to use the Moka POS. Meanwhile, facilitating conditions did not positively affect actual behavior to use the Moka POS. This study contributed theoretical and practical contributions to behavioral accounting. Keywords: Micro, Small, and Medium Enterprises, Moka POS, Unified Theory of Acceptance and Use of Technology.

The use of information technologies has increased significantly in developing countries like India. Many educational institutes have adopted information and communication technology for academic and administration purposes. While technological devices on college campuses are ubiquitous, students’ readiness for E-learning in India has yet to be thoroughly explored. The study intends to investigate students' intention to adopt E-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This research was exploratory, and data was collected online from 410 students (of a single university). The findings suggest that ‘performance expectancy,' ‘effort expectancy,' and ‘social influence’ support ‘behavioral intention,' while ‘facilitating conditions’ are not favorable to support usage. Behavioral intention shows positive support for the usage of E-learning platforms. The moderating factors gender, graduation background, and region do not have an impact on behavioral intention or usage of E-learning. The study has positive implications for increasing the adoption of E-learning by the students in educational institutes, universities, and the Government.

Bitcoin is a virtual currency that has advantages in terms of security because every transaction is governed by a cryptographic algorithm. Bitcoin can be considered a global currency because its use is distributed throughout the country via the internet. Bitcoin is still not very popular in Indonesian society, therefore it will be analyzed how much Bitcoin acceptance in Indonesia uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The measured variables are Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Condition, Behavior intention, Use Behavior. The results of the study can be said that the acceptance of Bitcoin among Indonesian people is still low because the results are still below 50%. This study aims to determine the factors that influence the use of Bitcoin on user behavior.

Information and communication technologies (ICTs) has become a tool which cannot be ignored in terms of public administrations, which provides advantage to the administrations as far as they can be adapted. The use of ICTs become widespread in the health sector as it is in all other sectors. In hospitals, hospital information systems (HIS) are used to keep records of patients and hospitals securely, to improve appointment, in-hospital management, decision support and workflow processes. Therefore, HISs are also used to increase efficiency and productivity, to reduce error rates, to increase service quality, to reduce service costs and to realize the specific purposes such as ensuring patient satisfaction. It is necessary that the end users should adopt HISs to obtain the expected benefits and to implement HIS successfully in public hospitals. The adoption of a technology product is also a sociological phenomenon at the same time. In this regard, the issue of adoption in the relevant literature is addressed in the context of a wide variety of models and many variables. This study is also a study of technology adoption. The subject of the study is the adoption of HISs in public hospitals in Turkey. In this context. The study aimed to determine the factors affecting the adoption of HISs by the personnel working in public hospitals in Turkey, in accordance with the Unified Theory of Acceptance and Use of Technology (UTAUT) model in the literature on technology adoption. In the study, the universe of the study consisted of the personnels (physicians, nurses, health officers, medical secretaries] which were working in public hospitals in the Bursa and Balıkesir Metropolitan Municipalities at the time of the study. According to the results of the study, performance expectancy, effort expectancy and social influence variables have positive and significant effects on the behavioral intention of hospital staff for using of HISs. In addition, facilitating conditions and behavioral intention variables have a positive and significant effect on usage behavior. On the other hand, it was found that gender has a moderator effect on the relationship between performance expectancy, effort expectancy and behavioral intention. Experience has a moderator effect on the relationship between the social influence and the behavioral intention while age has a moderator effect on the relationship between facilitating conditions and use behavior.

The integration of artificial intelligence into the system of higher education represents a turning point in the process of learning and teaching. The development of artificial intelligence has opened the way to personalized training, automation of administrative tasks and the introduction of innovative training methods. The purpose of the study was to analyze the practical aspects of using artificial intelligence in higher education institutions of Ukraine. It was determined that artificial intelligence is an organized set of information technologies, which makes it possible to perform complex complex tasks. There are three main categories of artificial intelligence: narrow-spectrum artificial intelligence, or Artificial Narrow Intelligence, general artificial intelligence, or Artificial General Intelligence, and artificial superintelligence, or Artificial Super Intelligence. The main educational services provided by artificial intelligence in institutions of higher education are the development and conduct of lectures, seminars and practical classes; teacher counseling; creation of educational programs and electronic courses; development of tasks and simulation of their solution; conducting various educational events; evaluation of the works of education seekers. Some examples of the use of artificial intelligence, in particular chatbots, in the higher education of Ukraine are analyzed and their potential for improving the educational process and forming professional skills is emphasized. An example of the use of GPT-3.5 in the Luhansk Educational and Scientific Institute for teaching foreign languages is presented. Such applications based on artificial intelligence as Thinkster and Duolingo and the main aspects of their use by students of higher education are characterized. Recommendations are provided for the successful implementation of artificial intelligence technologies in higher education.

The integration of artificial intelligence into the system of higher education represents a turning point in the process of learning and teaching. The development of artificial intelligence has opened the way to personalized training, automation of administrative tasks and the introduction of innovative training methods. The purpose of the study was to analyze the practical aspects of using artificial intelligence in higher education institutions of Ukraine. It was determined that artificial intelligence is an organized set of information technologies, which makes it possible to perform complex complex tasks. There are three main categories of artificial intelligence: narrow-spectrum artificial intelligence, or Artificial Narrow Intelligence, general artificial intelligence, or Artificial General Intelligence, and artificial superintelligence, or Artificial Super Intelligence. The main educational services provided by artificial intelligence in institutions of higher education are the development and conduct of lectures, seminars and practical classes; teacher counseling; creation of educational programs and electronic courses; development of tasks and simulation of their solution; conducting various educational events; evaluation of the works of education seekers. Some examples of the use of artificial intelligence, in particular chatbots, in the higher education of Ukraine are analyzed and their potential for improving the educational process and forming professional skills is emphasized. An example of the use of GPT-3.5 in the Luhansk Educational and Scientific Institute for teaching foreign languages is presented. Such applications based on artificial intelligence as Thinkster and Duolingo and the main aspects of their use by students of higher education are characterized. Recommendations are provided for the successful implementation of artificial intelligence technologies in higher education.

Internet banking provides greater effectiveness and efficiency in banking transaction, and fast exchange between users, banks and financial institutions. In addition, there are many advantages of internet banking system which encourage users to consider adopting the system, such as convenience, flexible, no time restriction and real time interactivity to the adopters. However, some users, especially young users are not adopting the system because of some problems, such as security and confidentiality issues. These issues are very much related to the human behavior to adopt information systems. Due to these rising issues, and limited used of Unified Theory of Acceptance and Use of Technology (UTAUT) model to determine and validate the adoption of internet banking system in the Malaysian context, this study attempts to examine users’ behavior intention of internet banking system using the model. A conceptual model of performance expectancy (PE), effort expectancy (EE), social influences (SI) and facilitating conditions (FC) towards users’ behavioral intention which will then lead to their use behavior in Internet banking system was developed. Two groups of respondents-the future managers who are undergraduate students from Faculty of Management (FoM) and the ICT Professionals of Faculty of Computing (FoC)-all are pursuing their degree in a Malaysia’s public university participated in this study. The analyses performed on the 277 completed questionnaires indicated that PE, EE, SI and FC were positively and significantly influenced the behavioral intention of the future managers and ICT Professionals in adopting the internet banking system. SI appeared to have the highest effects on their behavioral intention towards the system. The behavioral intention of the respondents is positively and significantly influenced their use behavior of the internet banking system. Theoretical implication of this finding was discussed and effective marketing strategy and programs are proposed for bank managers to convince these groups to continuously use the internet banking system.

Formulation of the problem. In recent years, the concept of «soft skills» has become an integral part of the global labor market in various sectors of the economy and society. International and national studies confirm the importance of universal skills, which are called «21st century skills». However, in practice, higher education institutions cannot always create conditions for their comprehensive development. Therefore, one of the main tasks of training students of higher education in modern conditions is to find ways for targeted and systematic development of soft skills. The purpose of the article is to assess the degree of development of soft skills of higher education students in the educational process and to justify the pedagogical conditions that can contribute to increasing the efficiency of their development. The results. The study of the degree of development of the sought-after soft skills of higher education students in the educational process was carried out using a developed questionnaire in Google Form. The questions were formulated so that students, based on their own opinion, determined the degree of development in the educational process of each of the proposed soft skills on a 10-point scale. Students of 1-6 years of study of V.N. Kharkiv National University took part in the survey. Karazina (87 people). The results of the conducted empirical research confirm the need for purposeful and systematic development of soft skills demanded by the modern labor market of higher education graduates. According to the students, such soft skills as stress resistance and flexibility, critical thinking, emotional intelligence and communication skills need the greatest development. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of complex measures in the educational process: filling normative educational disciplines with a clear theoretical and practical context for the development of soft skills; transformation of teaching, shift of emphasis towards innovative methods and forms of education, which contain potential opportunities for the development of universal competences of higher education seekers; deep awareness by teachers of their mission in the development of the required soft skills of students; introduction of interfaculty and optional disciplines such as «Soft skills - the formula for success», starting from the first year of study, which will gradually expand the range of universal competencies of the future specialist; introduction of soft skills by conducting mandatory trainings with students; the organization of a summer school that will specialize in the development of students’ soft skills, where in a relaxed atmosphere under the guidance of professional psychologists, coaches and other specialists, students will be able to acquire modern knowledge and the necessary skills. Conclusions. The obtained results confirmed our assumption that the educational space contributes to the development of soft skills among students of higher education in a fragmentary, «spot» way. The path to the systematic and planned introduction of soft skills in the educational space is very difficult and so far takes place at the level of individual disciplines. Therefore, there is a need for a comprehensive policy in this field. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of the proposed comprehensive measures in the educational process, which, in our opinion, will be able to provide high-quality training of specialists capable of acting in non-standard situations, making quick decisions, ready for self-improvement, positive communication and a healthy response to challenges society.

PurposeMarine plastic pollution (MPP) is increasing in recent times because of the high usage of plastic products. Green consumption behaviour (GCB) gaining attention as effective approach to achieving sustainable source reduction of plastic pollution, which negatively affects both human pollution and marine biodiversity and ecosystem. Although, Higher Education (HE) students are key stakeholders in addressing environmental issues, including MPP, there is limited empirical research in Ghana on factors influencing HE students’ GCB. This study, in an endeavour to bridge the gap, used the revised theory of planned behaviour (TPB) framework to investigate the factors influencing higher-education students’ green consumption behaviour in the Ghanaian context. Specifically, the purpose of the study is to examine the interplay of consumer novelty seeking (CNS), environmental concern (EC), perceived behavioural control and social influence on green consumption behaviour among higher-education students in Ghana. The study also explored the moderating role of gender in the relationship between CNS and green consumption behaviour.Design/methodology/approachThis study used quantitative approach to obtain data from a sample of 233 students at the University of Cape Coast and used the partial least squares structural equation modelling approach for the data analysis.FindingsThe findings provide valuable insights, highlighting the important role of CNS and ECs in driving higher education students’ green consumption behaviour in Ghana. This study also found a revealing role for gender as a moderator in the relationship between CNS and green consumption behaviour, with females exhibiting a more pronounced response to CNS in influencing green consumption behaviour. On the contrary, the authors found a non-significant impact of perceived behavioural control and social influence.Research limitations/implicationsAlthough this study presents results that provide valuable insights for policy and practical implications, it has some limitations worth mentioning for future research directions. Firstly, the participants sampled for this study comprised only higher education students from the University of Cape Coast in Ghana, which may limit the applicability of the findings to other student populations at various universities in Ghana and beyond. Moreover, the exclusion of non-students who are considered as “Generation Z” (i.e. born within 1995–2010) may narrow the scope of generalisability in the context of young consumers’ green consumption behaviour in Ghana. To enhance the generalisability of future studies, it is recommended that the scope of this study be extended. Furthermore, it should be noted that this study primarily measured higher education students’ green consumption behaviour based on self-reported data. Therefore, future research could adopt alternative approaches, such as non-self-reported measures or experimental data so to reduce the complexities and the gap that may exist between attitudes and behaviour.Practical implicationsThese results provide valuable insights for policymakers, educators and environmental advocates to develop targeted initiatives that resonate with Ghanaian higher education students to foster green consumption practices and contribute to global efforts against marine plastic pollution.Originality/valueThe novelty of this study lies in the decision to propose a TPB model by including variables like CNS and EC that are believed to positively shape attitudes towards green consumption behaviour. The rationale for examining these variables is grounded in the belief that they are appropriate factors that may predict students’ green consumer behaviour, which may serve as a potential solution to marine plastic pollution.

A unified framework for researching technology acceptance, the Unified Theory of Acceptance and Use of Technology (UTAUT), was previously proposed and validated. The aim of this article is to explore the application UTAUT to websites used by students in higher education. Both prescribed websites and user-selected sites were studied using a non-experimental research design and questionnaire-based measures. The results support direct and moderated effects of technology-acceptance variables on acceptance outcomes in the research model, supporting UTAUT. As predicted, the research model—based on UTAUT—was more successful in explaining the acceptance of a prescribed library site than that of a prescribed virtual learning environment. The model was also successfully applied to user-selected websites. User-selected sites were especially intrinsically motivating. The effect of intrinsic motivation on performance expectancy, mediated by effort expectancy, was confirmed. The results demonstrate the broad scope of applicability of UTAUT and motivate its recommended wider use.

This chapter examines the integration of artificial intelligence (AI) and andragogy in higher education, focusing on how adult learning principles can guide the ethical use of AI technologies. It provides an overview of andragogical principles, discusses AI's impact on adult learning, and presents strategies for aligning AI with andragogical approaches. Key areas include enhancing self-directed learning, supporting experiential and problem-centered learning, and fostering critical thinking with AI. The chapter explores practical implementation strategies, educator training, and ethical considerations such as data privacy and algorithmic bias. It also examines emerging AI technologies and their potential impact on andragogy, identifies areas for further research, and discusses preparing adult education for an AI-enhanced future. Throughout, the importance of balancing technological innovation with sound andragogical practices is emphasized, providing insights for educators, administrators, and policymakers in higher education.

The global landscape and labour market are rapidly evolving in the twenty-first century, requiring individuals to adapt flexibly to new situations. Soft skills, such as problem-solving and communication skills, are becoming increasingly important for preparing students in higher education for future job opportunities. We conducted a bibliometric analysis of 4,358 research studies with the aim of guiding future research and practice. We sought to answer the following research question: What research themes involving soft skills are discussed in the literature, and what further research avenues can inform us about teaching soft skills? Given the interdisciplinary, cross-cutting nature of soft skills, we analysed research from various fields to uncover the relevance of and relationships among different soft skill topics and to identify which soft skill topics are particularly important in higher education settings. To help researchers develop a holistic approach to soft skills education, we provide a summary of existing soft skills research and identify directions for future research. In addition, we outline the evolution of keyword clusters to illuminate the future directions. This approach facilitates a deeper and more nuanced exploration of the relevant concepts. Our research supports practitioners and fosters a better understanding of the meaning of soft skills and how they can be taught in higher education, especially in digital environments.

The article is devoted to the problem of developing future social workers’ social skills (soft skills). The relevance of the study is due to the public need for training competent and competitive social workers who are able to solve various social issues in society promptly and in a team, creatively perform social tasks, have motivation for self-development and self-realization. For this purpose, such research methods as the analysis and generalization of normative, literary sources, educational and scientific programs of higher educational institutions on the investigated problem, as well as questionnaires among students of higher education at bachelor's and master's levels – future social workers – were used. We understand soft skills as social skills – skills, abilities and characteristics that allow one to be competitive and successful in professional activities. As a result of the survey conducted among students of 9 institutions of higher education, it was found out that 10 skills are the most important soft skills of future social workers: knowledge of a foreign language, an active civic and life position, analytical thinking, communication skills, the ability to inspire new ideas, time management, the ability to build an algorithm of actions to provide the necessary social assistance to people, the ability to resolve conflicts, leadership qualities and the ability to lead, work organization skills. The necessary socio-pedagogical conditions for the effective development of future social workers’ soft skills at a higher education institution were defined and substantiated: the motivation and readiness of future social workers to develop soft skills necessary for successful social work; integration of the development of the complex of social skills "soft skills" in students in the process of educational work and during extracurricular practical social activities; availability and integrative implementation of various forms of "soft skills" development; use of a complex of innovative technologies and interactive methods of "soft skills" development; self-education through the involvement of students in practical social work beyond school hours. The set of factors affecting the introduction of socio-pedagogical conditions for the development of students’ social skills in institutions of higher education is characterized. Integration forms, innovative technologies and methods are highlighted, which are expedient to use in the educational process of modern institutions of higher education for the effective development of future social workers’ soft skills.