Understanding ChatGPT Use in Supporting Higher Education Learning: Evidence from Malaysia and Indonesia

Indri Astutik(1), Ali Usman(2), Afriadi Sanusi(3), Mochamad Alfan(4), Kristi Nuraini(5),

DOI: https://doi.org/10.46843/jiecr.v7i4.3184


(1) Department of English Language Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia
(2) Department of Biology Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia
(3) Faculty of Education, Social Science and Islamic Studies, University of Malaya, Malaysia
(4) Department of Indonesian Language and Literature Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia
(5) Department of English Language Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia

Abstract

This study explores the factors influencing the use of ChatGPT to support learning in higher education, particularly in developing countries. Despite the increasing adoption of artificial intelligence (AI) in educational settings, empirical evidence on how students utilize ChatGPT to support learning remains limited. This study aims to identify the determinants of ChatGPT use among university students in Malaysia and Indonesia. A quantitative survey approach based on the Unified Theory of Acceptance and Use of Technology (UTAUT) was used, with data collected from students who had used ChatGPT for academic purposes. The results indicate that ease of use and social influence significantly influence ChatGPT usage intentions, while performance expectations are not a dominant factor. Furthermore, there are cross-country differences in the relationship between behavioral intentions and actual usage behavior. These findings suggest that ChatGPT use in higher education learning is more influenced by ease of use and social context than by perceived performance benefits. This study contributes to the literature by providing cross-country empirical evidence and emphasizing the importance of integrating AI literacy and pedagogical strategies to support effective and responsible use of ChatGPT.

Keywords

AI Literacy; Artificial Intelligence in Education; ChatGPT; Technology Adoption; UTAUT Model

Full Text:

PDF

References

Abdelouarit, K. A., Sbihi, B., & Aknin, N. (2016). Towards an approach based on hadoop to improve and organize online search results in big data environment. In Communication, Management and Information Technology (pp. 557-564). CRC Press.

Al-Ghonmein, A. M., & Al-Moghrabi, K. G. (2024). The potential of ChatGPT technology in education: Advantages, obstacles and future growth. IAES International Journal of Artificial Intelligence (IJ-AI), 13(2), 1206. https://doi.org/10.11591/ijai.v13.i2.pp1206-1213

Amin, M., Mustaqim, B., Pratama, W., & Sibuea, A. M. (2026). Assessing student perspectives on ChatGPT in higher education: A quantitative analysis. IAES International Journal of Artificial Intelligence (IJ-AI), 15(2), 1062. https://doi.org/10.11591/ijai.v15.i2.pp1062-1070

Arthur, F., Salifu, I., & Abam Nortey, S. (2024). Predictors of higher education students' behavioural intention and usage of ChatGPT: The moderating roles of age, gender and experience. Interactive Learning Environments, 1–27. https://doi.org/10.1080/10494820.2024.2362805

Bahadur, S. G. C., Bhandari, P., Gurung, S. K., Srivastava, E., Ojha, D., & Dhungana, B. R. (2024). Examining the role of social influence, learning value and habit on students' intention to use ChatGPT: The moderating effect of information accuracy in the UTAUT2 model. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2403287

Budhathoki, T., Zirar, A., Njoya, E. T., & Timsina, A. (2024). ChatGPT adoption and anxiety: A cross-country analysis utilising the unified theory of acceptance and use of technology (UTAUT). Studies in Higher Education, 49(5), 831–846. https://doi.org/10.1080/03075079.2024.2333937

Buzatu, A. I., Dinu, A. C., Costache, C. I., & Toh?nean, D. (2020, September). Innovative entrepreneurial companies in the digital era: The impact of business automation on international development and competitive advantage. In European conference on innovation and entrepreneurship (pp. 750-XV). Academic Conferences International Limited. https://doi.org/10.34190/EIE.20.009

Chan, C. K. Y., & Hu, W. (2023). Students' voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8

Chen, H., Ren, J., Zhang, L., Xu, A., & Wu, C. (2025). Moderating role of social media influencers on students' intention to use ChatGPT in higher education. Innovations in Education and Teaching International, 1–22. https://doi.org/10.1080/14703297.2025.2582605

Chen, R., & Zhao, H. (2024, March). ChatGPT in creative writing courses in Chinese universities: Application and research. In 2024 12th International Conference on Information and Education Technology (ICIET) (pp. 243-247). IEEE. https://doi.org/10.1109/ICIET60671.2024.10542824

Cheong, M., & Chen, J. (2025). Does ChatGPT-permitted assessments help students generate better answers and learn more? In Proceedings of the 17th International Conference on Computer Supported Education, (pp. 189–197). https://doi.org/10.5220/0013095500003932

Crompton, H., & Burke, D. (2024). The educational affordances and challenges of ChatGPT: State of the field. TechTrends, 68(2), 380–392. https://doi.org/10.1007/s11528-024-00939-0

Díaz, M. S. (2015). Diagnóstico de las competencias informacionales en Ciencias de la Información desde la percepción del estudiante de la Universidad de la Habana. Investigación Bibliotecológica: Archivonomía, Bibliotecología e Información, 29(67), 201–218. https://doi.org/10.1016/j.ibbai.2016.02.042

Duong, C. D. (2024). Modeling the determinants of HEI students' continuance intention to use ChatGPT for learning: A stimulus–organism–response approach. Journal of Research in Innovative Teaching & Learning, 17(2), 391–407. https://doi.org/10.1108/JRIT-01-2024-0006

Gasaymeh, A.-M. M., Beirat, M. A., & Qbeita, A. A. A. (2024). University students' insights of generative artificial intelligence (AI) writing tools. Education Sciences, 14(10), 1062. https://doi.org/10.3390/educsci14101062

Grassini, S., Aasen, M. L., & Møgelvang, A. (2024). Understanding university students' acceptance of ChatGPT: Insights from the UTAUT2 Model. Applied Artificial Intelligence, 38(1). https://doi.org/10.1080/08839514.2024.2371168

Guleria, A., Krishan, K., Sharma, V., & Kanchan, T. (2023). ChatGPT: ethical concerns and challenges in academics and research. The Journal of Infection in Developing Countries, 17(09), 1292-1299. https://doi.org/10.3855/jidc.18738

Han, J., & Ko, D. (2025). Mobile financial service adoption among elderly consumers: The roles of technology anxiety, familiarity, and age. FinTech, 4(3), 36. https://doi.org/10.3390/fintech4030036

He, J., Li, L., Yao, W., & Gao, H. (2024, February). Exploring future education: The innovative integration and practice of multimodal learning and ChatGPT. In 2024 5th International Conference on Computer Science, Engineering, and Education (CSEE) (pp. 18-23). IEEE. https://doi.org/10.1109/CSEE63195.2024.00012

Husain, A. (2024). Potentials of ChatGPT in computer programming: Insights from programming instructors. Journal of Information Technology Education: Research, 23, 002. https://doi.org/10.28945/5240

Jesus, F. S. De, Ibarra, L. M., Villanueva, W., & Leyesa, M. (2024). ChatGPT as an artificial intelligence learning tool for business administration students in Nueva Ecija, Philippines. International Journal of Learning, Teaching and Educational Research, 23(6), 348–372. https://doi.org/10.26803/ijlter.23.6.16

Kaur, J., & Singh, P. (2025). Exploring the potential of ChatGPT for supporting family planning needs of postpartum women in resource-constrained areas of India. Proceedings of the ACM on Human-Computer Interaction, 9(7), 1–26. https://doi.org/10.1145/3757475

Khasawneh, B., Habes, M., & Alghizzawi, M. (2025). The impact of Chat GPT on the educational process. In Generative AI in Creative Industries (pp. 463-478). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-89175-5_29

Kwakye, I. N., Kwakye, K. A. P., Adom-Fynn, D., Mensah, F. E., & Agyei, S. D. (2025). Exploring the use of generative artificial intelligence tools among university students in Ghana. Discover Education, 4(1), 432. https://doi.org/10.1007/s44217-025-00608-1

Le, M. T. T., & Tran, K. Van. (2024). Vietnamese university students' perceptions of ChatGPT for homework assistance. International Journal of Interactive Mobile Technologies (IJIM), 18(15), 190–204. https://doi.org/10.3991/ijim.v18i15.48819

Li, Z., & Liu, Y. (2024). Grasping the new characteristics of new sci-tech revolution and its ethical issues for scientific and technological ethics governance. Kexue Tongbao/Chinese Science Bulletin, 69(13), 1677–1680. https://doi.org/10.1360/TB-2023-1281

McGrew, S., & Chinoy, I. (2022). Fighting misinformation in college: Students learn to search and evaluate online information through flexible modules. Information and Learning Sciences, 123(1/2), 45–64. https://doi.org/10.1108/ILS-09-2021-0081

Moradi, H. (2025). Integrating AI in higher education: Factors influencing ChatGPT acceptance among Chinese university EFL students. International Journal of Educational Technology in Higher Education, 22(1), 30. https://doi.org/10.1186/s41239-025-00530-4

Nguyen, K. T. (2025, September). To Use or Not to Use? Investigating Vietnamese Students’ Adoption of ChatGPT for Learning with the Theory of Planned Behavior Lens. In 2025 International Workshop on Artificial Intelligence and Education (WAIE) (pp. 448-452). IEEE. https://doi.org/10.1109/WAIE67422.2025.11381259

Pavlovski, M., & Dun?er, I. (2015, May). Information literacy assessment at the University of Zagreb: An undergraduate students' perspective. In 2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 695-699). IEEE. https://doi.org/10.1109/MIPRO.2015.7160361

Polyportis, A. (2024). A longitudinal study on artificial intelligence adoption: Understanding the drivers of ChatGPT usage behavior change in higher education. Frontiers in Artificial Intelligence, 6. https://doi.org/10.3389/frai.2023.1324398

Rizun, N., Bordean, O. N., Nikiforova, A., Beleiu, I. N., & Revina, A. (2026). Generative AI in higher education: Ethical and behavioral factors influencing students' intentions to use ChatGPT. Computers and Education Open, 10, 100336. https://doi.org/10.1016/j.caeo.2026.100336

Sallam, M., Elsayed, W., Al-Shorbagy, M., Barakat, M., El Khatib, S., Ghach, W., Alwan, N., Hallit, S., & Malaeb, D. (2024). ChatGPT usage and attitudes are driven by perceptions of usefulness, ease of use, risks, and psycho-social impact: A study among university students in the UAE. Frontiers in education, 9. https://doi.org/10.3389/feduc.2024.1414758

Shishakly, R., Abukhait, R., & Khan, M. N. (2024, November). Examining the higher education students’ perception in the UAE on ChatGPT challenges impacted usage behaviour using the Technology Acceptance Model (TAM). In International Conference on Business and Technology (pp. 513-525). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-00450-5_53

Siddiqui, T. M., Arifmiboy, Shaadan, N., Shuhidan, S. M., & Lokman, A. M. (2025). Factors driving ChatGPT adoption in higher education: A UTAUT-based analysis of student behavioural intentions. Asian Journal of University Education, 21(2), 619–634. https://doi.org/10.24191/ajue.v21i1.42

Singh, S., Singh, P., & Kaur, V. (2025). Understanding ChatGPT adoption among higher education students in Punjab, India: An application of UTAUT2 model. Innoeduca. International Journal of Technology and Educational Innovation, 11(1), 5–28. https://doi.org/10.24310/ijtei.111.2025.20219

Smith, A., Hachen, S., Schleifer, R., Bhugra, D., Buadze, A., & Liebrenz, M. (2023). Old dog, new tricks? Exploring the potential functionalities of ChatGPT in supporting educational methods in social psychiatry. International Journal of Social Psychiatry, 69(8), 1882–1889.

Soehardjo, D. W. A., Hutapea, S. S., Horasi, N., Sentanu, L. A., A. E., & Larasati, P. D. (2024). Ethical use of artificial intelligence (AI) among students: Driving factors from deontological and teleological perspectives. In International conferences on e-society 2024 and mobile learning (p. 101).

Striegl, J., Buchholz, M., Auguszt, T., & Loitsch, C. (2025, May). Conversational Agent-Based Mental Health Support for Students: Identifying Psychosocial Resources and Stressors with WUM. In International Conference on Human-Computer Interaction (pp. 268-280). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-93505-3_17

Sudan, T., Hans, A., & Taggar, R. (2024). Transformative learning with ChatGPT: Analyzing adoption trends and implications for business management students in India. Interactive Technology and Smart Education, 21(4), 735–772. https://doi.org/10.1108/ITSE-10-2023-0202

Tailor, R. K., & Tailor, D. (2025). Examining the role of anxiety and self-efficacy as psychological barriers to ChatGPT adoption in academic contexts. Discover Artificial Intelligence, 5(1), 395. https://doi.org/10.1007/s44163-025-00701-2

Turmuzi, M. (2024). Perceptions of primary school teacher education students to the use of ChatGPT to support learning in the digital era. International Journal of Information and Education Technology, 14(5), 721–732. https://doi.org/10.18178/ijiet.2024.14.5.2097

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540

Zhong, C., & Kim, J. B. (2024). Teaching case teaching business students logistic regression in R with the aid of ChatGPT. Journal of Information Systems Education, 35(2), 138–143. https://doi.org/10.62273/DYLI2468

Refbacks

  • There are currently no refbacks.


View My Stats