Abstract

This chapter investigates the adoption and impact of ChatGPT in higher education, focusing on gender disparities and academic levels within the UAE. Utilizing integrated models such as the technology acceptance model (TAM), social cognitive theory (SCT), and unified theory of acceptance and use of technology (UTAUT), the research explores students’ perceptions, frequency of use, task performance, task preference, and behavioral intention. Survey data from 165 university students reveal significant gender differences in perceptions and task preferences, with male students showing greater enthusiasm and usage frequency, while females exhibit caution. The study also finds that academic year influences these factors, though not as significantly as gender. These findings suggest that gender and academic progression are crucial in understanding ChatGPT’s educational impact, highlighting the need for targeted interventions to ensure equitable access and benefits across diverse student populations.