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Vol.15, No.2, May 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Using the TAM Model to Explore the Faculty Lecturers’ Acceptance of ChatGPT as an Academic Writing Assistant Tool in Higher Education: A Case Study of a South African University
Thandokazi Mfikoyi, Dagogo William Legg-Jack
© 2026 Dagogo William Legg-Jack, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1696-1706, ISSN 2217-8309, DOI: 10.18421/TEM152-62, May 2026.
Received: 11 March 2025.
Abstract:
Using the Technology Acceptance Model, this study explored the acceptance of ChatGPT as an academic writing assistant among faculty lecturers at a historically disadvantaged university in South Africa. Addressing the question, how does the Technology Acceptance Model influence faculty lecturers’ adoption of ChatGPT as an academic writing assistant tool? A case study design, involving a semi-structured interview protocol, was used to collect data from six faculty lecturers purposively sampled from one department each, and was analysed thematically. From the findings, it is concluded that both PEOU and PU influence the adoption attitudes of users. Thus, the implications are for pedagogical practice to intentionally integrate technology to enhance interactive and applied learning, while such AI tools as ChatGPT should be positioned as scaffolding tools rather than substitute for learning.
Keywords – Academic writing, ChatGPT, postgraduate, South Africa, Technology Acceptance Model. |
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