Effects of ethics, regulations, and training regarding responsible AI use on continued use intentions of gen AI chatbots: structural equation model of university students perceptions

Generative artificial intelligence (Gen AI) tools, such as chatbots, are increasingly used in higher education (HE), providing opportunities for enhanced learning while raising ethical and regulatory concerns. Drawing on Technology Acceptance Model (TAM), this study examines the influence of ethics, regulations, and training on university students’ intentions to continue using Gen AI chatbots in Ghana, addressing a critical gap in understanding the factors that affect continuous use intentions. Using online survey data collected from a convenience sample of 239 undergraduate students across two universities, structural equation modeling (SEM) was applied to evaluate the relationships between the variables. The findings reveal that ethics have a significant positive influence on students continued use intentions, highlighting the importance of ethical guidelines in fostering trust and promoting responsible use. In contrast, regulations and training had insignificant effects, suggesting potential misalignment between policy frameworks, training content, and students’ practical needs. These results emphasize that while ethical considerations are pivotal, regulatory measures must balance flexibility and enforcement, and training programs must be tailored to address specific challenges in AI use. This study contributes to the growing body of literature on AI in education, offering actionable insights for institutions to design effective strategies that ensure academic integrity and sustainable adoption of Gen AI tools in higher education.