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<p>This study examines the ethical use of ChatGPT among business students who are formally trained in ethics and decision-making yet operate under substantial academic pressure. Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), the study integrates ethical constructs, perceived ethical norms, and ethical Artificial Intelligence (AI) usage behavior to better explain responsible AI engagement. A mixed-methods design was employed, combining survey data from 489 business students with qualitative insights from faculty interviews. Partial least squares structural equation modeling (PLS-SEM) reveals that facilitating conditions, performance expectancy, and social influence have a significant influence on students’ behavioral intentions to use ChatGPT. In contrast, ethical efficacy and perceived ethical norms exhibit weak effects, highlighting a pronounced gap between ethical awareness and actual behavior. Qualitative findings further reveal concerns related to plagiarism, data privacy, overreliance on AI, and diminished critical engagement. Collectively, the results underscore the central role of institutional support in translating ethical intentions into responsible AI use. The study contributes to theory by refining UTAUT2 with ethical dimensions and offers practical implications for higher education institutions through the development of clear AI policies, targeted digital literacy initiatives, and enforceable ethical guidelines to safeguard academic integrity.</p>

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What behavioral factors explain ethical engagement with ChatGPT among business students?

  • 期刊论文

  • 发表日期：

    2026年3月19日

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  • Tanvir Ahmed,
  • Khaled Hossain Rocky,
  • Shadiah Rahman,
  • Md. Jahid Hasan

摘要

This study examines the ethical use of ChatGPT among business students who are formally trained in ethics and decision-making yet operate under substantial academic pressure. Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), the study integrates ethical constructs, perceived ethical norms, and ethical Artificial Intelligence (AI) usage behavior to better explain responsible AI engagement. A mixed-methods design was employed, combining survey data from 489 business students with qualitative insights from faculty interviews. Partial least squares structural equation modeling (PLS-SEM) reveals that facilitating conditions, performance expectancy, and social influence have a significant influence on students’ behavioral intentions to use ChatGPT. In contrast, ethical efficacy and perceived ethical norms exhibit weak effects, highlighting a pronounced gap between ethical awareness and actual behavior. Qualitative findings further reveal concerns related to plagiarism, data privacy, overreliance on AI, and diminished critical engagement. Collectively, the results underscore the central role of institutional support in translating ethical intentions into responsible AI use. The study contributes to theory by refining UTAUT2 with ethical dimensions and offers practical implications for higher education institutions through the development of clear AI policies, targeted digital literacy initiatives, and enforceable ethical guidelines to safeguard academic integrity.