2692-4048ISSN (Online)
2770-0070ISSN (Print)
Volume 20 , Issue 1 , PP: 55-67, 2025 | Cite this article as | XML | Html | PDF | Full Length Article
Soliman Aljarboa 1 * , Abdulatif Alabdulatif 2 , Makhmoor Bashir 3
Doi: https://doi.org/10.54216/FPA.200105
Business executives and scholars maintain that Artificial Intelligence (AI) is positioned alongside pivotal human inventions and advancements such as fire, electricity, and the incandescent light bulb. By harnessing AI technologies, academic institutions can augment pedagogical approaches, elevate the caliber of education, and furnish learners with novel avenues to cultivate their proficiencies and competencies. However, on the contrary, the implementation of AI in higher education has provoked deliberations regarding whether institutions ought to prohibit its utilization entirely or promote its integration to enhance educational outcomes. Nevertheless, despite the escalating acknowledgment of AI's importance in the educational sphere, there needs to be more thorough exploration concerning its adoption and comprehending its impacts. Data was collected from 300 respondents to fill this gap by building on the 'Unified Theory of Acceptance and Use of Technology' (UTAUT) model. We empirically contribute to the existing literature by clarifying the fundamental factors that affect the adoption of AI within higher education, in addition to scrutinizing the consequences of AI on knowledge acquisition. Moreover, we elucidate the moderating effects of workload and temporal limitations. The findings provide substantial insights relevant to the incorporation of AI for knowledge acquisition in higher education and are anticipated to provoke further scholarly discussion.
Artificial Intelligence , AI Adoption , Higher Education , Knowledge Acquisition
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