Pre-Service Teachers’ Perceptions and Utilisation of ChatGPT in Higher Institutions using UTAUT Theory: Evidence from an Emerging Economy.

Abstract:

ChatGPT is a highly important supplementary tool for students, particularly in terms of providing linguistic support, clarifying ideas, and quickly retrieving materials. However, concerns about data security, privacy, and excessive dependence on technology have emerged. This study aims to investigate the perceptions and utilization of ChatGPT among prospective instructors in Nigerian colleges. Understanding the emotions and behaviours of pre-service teachers towards ChatGPT is crucial as this technology becomes increasingly common in the education system. In this study, a descriptive research technique utilizing questionnaires was employed to gather data from a representative sample of pre-service teachers from Nigeria. The researchers employed a purposive sampling technique to choose 450 pre-service teachers from two Nigerian institutions. The findings revealed a diverse spectrum of emotions expressed on ChatGPT, ranging from enthusiasm to doubt. Accessibility, response quality, and individual preferences are crucial factors that influence the perception of respondents. Usage trends indicate that pre-service teachers are including ChatGPT in their daily study routine, employing it judiciously to complement their existing course of study. Furthermore, the findings reveal that the perception of ChatGPT as a time-saving tool does not significantly influence the decision of pre-service teachers in their choice of using it. This study offers crucial insights for Nigerian educators, institutions, and policymakers on the evolving landscape of education and the need for personalized strategies to maximize the benefits of ChatGPT while minimizing its limitations. To bridge the digital gap and enhance technology adoption, it is imperative to offer digital literacy and support services.