Integrating generative artificial intelligence in African higher education : university students' awareness, attitudes, and use of ChatGPT in Zambia

Tools

Mudenda, Steward and Mukosha, Moses and Mfune, Ruth Lindizyani and Kathewera, Bernard and Mutanekelwa, Imukusi and Mwanza, Boris and Mufwambi, Webrod and Hampango, Muchindu and Kamvuma, Kingsley and Mwaba, Martha and Muyenga, Tumelo and Chileshe, Chikwanda and Zulu, Mildred and Tembo, Rebecca and Mwaba, Florence and Kafwimbi, Stefan and Lubanga, Adriano Focus and Simweene, Chintu Choolwe and Mohamed, Shafiq and Veddie Muzondo, Ngoni and Silungwe, Andrew and Masilani, Mapenzi and Amutuhaire, Patience and Mugenyi, Nathan and Okoro, Roland Nnaemeka and Hangoma, Jimmy and Daka, Victor and Godman, Brian (2026) Integrating generative artificial intelligence in African higher education : university students' awareness, attitudes, and use of ChatGPT in Zambia. Frontiers in Education, 11. 1814033. ISSN 2504-284X (https://doi.org/10.3389/feduc.2026.1814033)

[thumbnail of Mudenda-etal-FIE-2026-Integrating-generative-artificial-intelligence-in-African-higher-education]
Preview
 Text. Filename: Mudenda-etal-FIE-2026-Integrating-generative-artificial-intelligence-in-African-higher-education.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo
Download (659kB)| Preview

Abstract

Background: The rapid emergence of generative artificial intelligence (AI) tools such as ChatGPT is transforming teaching and learning practices in higher education. This study assessed the awareness, attitudes, and usage patterns of ChatGPT among university students in Zambia and examined factors associated with students’ attitudes toward the technology. Methods: A multi-institutional cross-sectional study was conducted among 1,829 university students in Zambia using a structured questionnaire adapted from instruments informed by the Technology Acceptance Model (TAM). Data were analysed using SPSS version 26.0, with statistical significance set at p < 0.05. Results: Among the 1,829 participants, 81.7% were aged 18–25 years, 52.5% were female, and 92.4% were unmarried. Overall, 96.8% of the students had heard of ChatGPT, and 85.6% reported having used it before this study. Among AI-usage constructs, 74.8% of respondents perceived high risks associated with AI use, 73.3% perceived ChatGPT as easy to use, 64.0% perceived it as useful, and 56.8% reported behavioural intention to use AI tools. In multivariable analysis, students aged ≥40 years were more likely to report positive attitudes toward ChatGPT compared with those aged 18–25 years (aOR = 5.91; 95% CI: 1.23–28.33; p = 0.026). Technology/social influence was also significantly associated with positive attitudes (aOR = 2.04; 95% CI: 1.55–2.68; p < 0.001). Conversely, perceived risks were associated with lower odds of positive attitudes (aOR = 0.57; 95% CI: 0.43–0.75; p < 0.001). Regarding ChatGPT use, perceived usefulness significantly predicted higher usage (aOR = 1.49; 95% CI: 1.17–1.89; p = 0.001), while perceived risks were associated with reduced usage (aOR = 0.61; 95% CI: 0.45–0.84; p = 0.003). Conclusion: Awareness and use of ChatGPT are widespread among university students in Zambia, with more than four out of five students reporting prior use. Perceived usefulness and social influence were positively associated with adoption, whereas perceived risks were linked to lower attitudes and reduced use. These findings highlight the need for higher education institutions to develop clear policies and integrate AI literacy into curricula to promote responsible and effective use of generative AI technologies in academic environments.

CORE (COnnecting REpositories)