ChatGPT in self-directed learning: Exploring acceptance and utilization among undergraduates of state universities in Sri Lanka

Technology plays a pivotal role in shaping education through transformative enhancements in learning experiences at various levels. ChatGPT has emerged as a promising educational tool amid evolving technological landscapes. Although prior scholars have explored ChatGPT's educational use, emphasizing its potential, challenges, and perspectives from students and educators, there remains a notable gap in understanding its utilization among undergraduates for self-directed learning. Thus, this study aimed to investigate undergraduates' acceptance and utilization of ChatGPT for self-directed learning based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and self-directed learning with technology scale (SDLTS). The study provides new insights for reforming educational strategies and policies, emphasizing the UTAUT model's efficacy in considering ChatGPT adoption. Data collected from undergraduates at state universities in Sri Lanka via an online survey yielded 627 valid responses, analyzed using Smart PLS. The results revealed that performance expectancy and social influence significantly impact the behavioral intention of undergraduates to use ChatGPT, with no significant impact on effort expectancy. Moreover, behavioral intention and facilitating conditions significantly influenced ChatGPT use for self-directed learning among undergraduates.