Exploring Tunisian Primary School Teachers’ Perceptions of ChatGPT Integration in Education: Insights from the Technology Acceptance Model (TAM)

This study investigates the acceptance of ChatGPT as an educational tool through the lens of the Technology Acceptance Model (TAM), a widely recognized theoretical framework for understanding technology adoption. The primary objective is to examine how primary school teachers perceive ChatGPT in terms of its usefulness and ease of use within educational settings. The TAM framework emphasizes two core dimensions: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Additional factors, including attitude, behavioral intention, perceived credibility, and social influence, were incorporated to provide a comprehensive analysis.

A survey was conducted among a sample of teachers to capture their perceptions regarding the integration of ChatGPT into teaching practices. The findings indicate that both PU and PEOU significantly influence teachers’ attitudes and their intention to use the tool. This research highlights the pedagogical potential of ChatGPT and offers practical recommendations for its effective integration into classroom instruction. By applying the TAM framework, the study contributes to a deeper understanding of the factors shaping the adoption of generative AI in education.