Understanding What Drives AI Adoption in Higher Education: An Extended Technology Acceptance Model Approach

Slijepčević, Milica and Popović Šević, Nevenka and Šević, Aleksandar and Krstić, Jelena (2026) Understanding What Drives AI Adoption in Higher Education: An Extended Technology Acceptance Model Approach. International journal of technology in education, 9 (3). pp. 836-856. ISSN 2689-2758

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Abstract

With the advancement of AI and its inevitable pervasiveness in many aspects of human life, there is an impetus to examine the determinants of its application in educational institutions. Based on Technology Acceptance Model, this study explores factors influencing the attitudes of teachers from higher education institutions in Serbia toward adopting AI. A total of 312 respondents participated in a survey, and their responses were analyzed using the PLS-SEM approach. It was found that self-efficacyand the lack of stress had a positive impact on the perceived ease of AI use. Prospects toward collaboration with colleagues and the positive image strongly impacted the perceived benefits of AI usage. In turn, both perceived ease of use and perceived benefits of AI usage positively impacted respondents’ attitude toward adopting AI. Special attention has been paid to the perception of ethical issues teachers are facing in the process of AI adoption, and the results indicate the relation between ethical considerations and perceived ease of use and attitudes toward AI. The findings are pertinent for higher education institutions evaluating the potential for implementing AI in teaching and research, as well as policymakers aiming to develop proper framework for the wider AI implementation.

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