Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION, cilt.22, sa.38, ss.1-22, 2025 (SSCI)
Generative artifcial intelligence (GenAI) has the potential to signifcantly impact educational practices. Despite the apparent increase in the adoption among students, empirical research on understanding AI use and acceptance among university students is scarce. To address this gap, this study employed an extended technology accept‑ ance model (TAM) incorporating subjective norms, perceived enjoyment, self-efcacy, and compatibility with 943 undergraduate students from 140 universities across Tur‑ key. Findings revealed that attitude toward use, perceived usefulness, self-efcacy, and compatibility signifcantly predicted behavioral intention to use GenAI tools. Notably, subjective norms had a limited infuence on students’ intentions to use GenAI tools, challenging traditional assumptions about social pressures in technology adop‑ tion. These insights highlight that students prioritize personal perceptions over social infuences in adopting GenAI technologies. Theoretically, the study provides insights into the proposed extended TAM, by validating it in a unique socio-cultural context. Practically, the study provides recommendations on how to foster acceptance of GenAI by enhancing the usability, compatibility, and enjoyment of GenAI tools while address‑ ing potential perceived risks and ethical concerns. The study contributes to under‑ standing GenAI’s role in education, providing a foundation for future investigations into additional factors infuencing the use and acceptance of GenAI tools in higher education settings.