The Role of ChatGPT in Shifting Cognitive Approaches to Education in Sindh, Pakistan: Explaining a Theoretical TAM Framework

Abstract

This study aims to investigate the use of ChatGPT from learners' perspectives and its implications for academic practices in the education sector in Sindh, Pakistan. The study focuses on understanding the factors influencing whether the use of ChatGPT in education is meaningful or potentially promotes risk among learners across the educational sector in Sindh, Pakistan. In this context, the TAM model is employed as a research model to determine the learner's intention toward adopting ChatGPT in academia. A quantitative method with 39 respondents provided their initial responses for the reliability test. In our findings, all constructs exceed the reliability coefficient (α) 0.7, ranging from 0.812 to 892, respectively. The research recommendations emphasize that the effective adoption of the ChatGPT tool may reduce the deep learning process among learners, underscoring the need for a balanced integration of AI in pedagogical practices across educational sectors.