Published Online:September 2026
Product Name:The IUP Journal of Information Technology
Product Type:Article
Product Code:IJIT020926
DOI:10.71329/IUPJIT/2026.22.3.25-45
Author Name:Preeti Ahlawat, Monika Dahiya and Renu Tanwar
Availability:YES
Subject/Domain:Engineering
Download Format:PDF
Pages:25-45
The widespread adoption of generative artificial intelligence(GenAI) tools in higher education institutions (HEIs) is transforming teaching and learning. Existing technology adoption studies mostly focus on functional and technological factors, ignoring the psychological and ethical factors that affect students’ acceptance of GenAI. To address this gap, this conceptual paper presents a responsible GenAI adoption framework. The proposed framework extends the existing technology adoption literature by integrating technological, psychological, ethical, and AI literacy perspectives within a unified human-centric framework. The study goes beyond the traditional unified theory of acceptance and use of technology (UTAUT2) explanations, offering a more holistic view of students’ responsible adoption intention towards AI-enabled learning tools. It adopts a conceptual theory-building approach and an integrative literature review to develop the proposed framework. The study’s primary theoretical contribution lies in conceptualizing AI literacy as both foundational capability and contextual moderator, while introducing responsible adoption intention as the outcome of GenAI adoption in higher education.
Artificial intelligence (AI) has had a huge impact on higher education, as smart learning technologies, automated academic support and personalized learning continue to develop. Around the world, universities and academic institutions are increasingly adopting AI-powered solutions to enhance teaching efficacy, increase student engagement, and improve productivity.