Shaping the Future: Artificial Intelligence-Enabled Transformation Acceptance in Higher Education Institutions
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Abstract
This study investigates the factors influencing employee acceptance of AI-enabled transformation in digital HEIs, focusing on the mediating roles of self-efficacy and attitude. Drawing upon the Technology Acceptance Model (TAM), the study examines the direct and indirect relationships between perceived ease of use, perceived usefulness, and acceptance, incorporating self-efficacy and attitude as essential mediators. Primary data was collected through a survey questionnaire distributed to employees of digital HEIs. A total of 422 valid responses were included in the analysis, representing a satisfactory response rate of 78.4%. Structural equation modelling (SEM) was employed using SmartPLS4 software to assess the measurement and structural models and test the proposed hypotheses. The results revealed that perceived ease of use and perceived usefulness directly influence acceptance, with self-efficacy and attitude serving as significant mediators. Importance-performance map analysis (IPMA) further highlighted each latent variable's relative importance and performance in explaining acceptance. To ensure the practical impact of perceived ease of use and perceived usefulness on acceptance, HEIs should focus on fostering self-efficacy and promoting a positive attitude among employees. Providing comprehensive training programs, emphasising the benefits of AI, and creating a culture of innovation can significantly contribute to the successful adoption of AI-enabled transformation. Future research could explore the longitudinal effects of interventions to enhance employee readiness to change and investigate the role of organisational culture and leadership support in facilitating AI adoption. The findings have important implications for institutional leaders and policymakers, as they can develop targeted strategies to promote the successful integration of artificial intelligence technologies in digital higher education institutions.