A STUDY ON FACTORS INFLUENCING AND PEDAGOGICAL ADOPTION OF CHATGPT USAGE AMONG COMMERCE FACULTY IN COIMBATORE DISTRICT

Abstract

The rise of the next generation of Artificial Intelligence (AI) technologies, including ChatGPT, has disrupted the teaching process within higher education by opening new avenues of content creation, individualized learning assistance, and streamlined academic performance. The paper examines the use of ChatGPT in commerce faculty at Coimbatore, exploring its levels and range of use, the perceived pedagogical effects and the reasons at institutional and individual levels. The explanatory research design with a mixed research approach was taken to collect data in the form of structured surveys and in-depth interviews of 271 faculty. Statistical tests, such as logistic regression, CFA and SEM, indicated that digital Literacy, AI training, and type of institution also play a significant role in predicting adoption. Meanwhile, performance expectancy, effort expectancy, and social influence are strong influences in prolonging feelings about ChatGPT. Findings and conclusions are that ChatGPT use has a positive impact on teaching effectiveness, which mediates better student learning outcomes, but there is a perceived risk associated with ChatGPT given the concerns around ethics and academic integrity. The data show the significance of specific faculty training, tangible policy needs and investment in infrastructure to enable accountable and sustainable inclusion of AI. The study adds to the body of work on AI-in-education by clarifying the role of both technological ability and institutional preparedness and pedagogical worth in informing the adoption of AI in a regional higher education setting.