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ERIC Number: EJ1468503
Record Type: Journal
Publication Date: 2025
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2354-2160
EISSN: N/A
Available Date: 0000-00-00
Adopting AI-Powered Chatbots for Academic Performance: A Qualitative Model Based on Grounded Theory Approach
Fan Wang; Songyu Jiang
African Educational Research Journal, v13 n1 p52-64 2025
Artificial intelligence (AI) integration into higher education is expanding. This study aims to conceptualise the higher vocational lecturers' adoption of AI-powered chatbots (AIPC) for academic performance. This research employs semi-structured interviews to collect data from 30 lecturers across 10 Chinese higher vocational higher education institutes. And then, using grounded theory to process the data. The findings reveal that AI-powered chatbot adoption is shaped by institutional support, pedagogical adaptability, and social influence. Institutional support, including leadership commitment, policy incentives, and structured training, plays a decisive role. Pedagogical adaptability varies across disciplines, with humanities and management lecturers more receptive than engineering and technical instructors, who highlight AI's limitations in hands-on training. Social influence in higher vocational education is multi-tiered, shaped not only by peers and students but also by institutional leadership and industry collaborations. Finally, this research develops a qualitative model to encourage adopting AI-powered chatbots for academic performance.
Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A