Responsible Use of ChatGPT in Academic Writing: Investigating Ethical Awareness and Technology Acceptance Among Adult Learners
DOI:
https://doi.org/10.48017/dj.v11i3.3874Keywords:
ChatGPT, Academic writing, ethical awareness, UTAUT, adult learnersAbstract
This study examines adult learners’ responsible use of ChatGPT for academic writing by integrating technology acceptance with ethical awareness. Motivated by unresolved questions about over-reliance, plagiarism, and authenticity, it extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to account for ethical factors shaping intention and behavior. Using a sequential explanatory mixed-methods design, we surveyed 285 adult learners from Philippine higher education and conducted follow-up interviews with eight frequent ChatGPT users. Measurement results (PLS-SEM) showed satisfactory reliability and validity; structural paths indicated that performance expectancy, social influence, and facilitating conditions significantly predict behavioral intention, while effort expectancy does not; intention significantly predicts actual use. Thematic analysis revealed ethically oriented practices (e.g., paraphrasing, citation, originality checks) and peer-reinforced norms that regulate responsible adoption. We propose ethical awareness as an added construct and potential moderator of social influence—within UTAUT to better explain AI use in academic contexts. Findings inform guidelines and training that balance efficacy with integrity, and recommend policies that ensure equitable access. Future work should test extended models including trust, critical-thinking competence, and broader digital literacy, ideally through longitudinal designs to observe how adoption and ethics co-evolve.
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