Adoption of ChatGPT in Academic Writing: College Students’ Perspectives, Attitudes and Behavioral Intentions as Basis for an AI Literacy Program

This study examined the perspectives, attitudes, and behavioral intentions of college students toward the use of ChatGPT in academic writing. Anchored on the Technology Acceptance Model and the Theory of Planned Behavior, the study employed a mixed-methods descriptive–correlational design using survey questionnaires and focus group discussions. The study was conducted among 152 college students at IQRA Development Academy Inc.
Results showed high perceived usefulness (M = 4.50), particularly in idea generation, writing improvement, and task efficiency. Perceived ease of use was also high (M = 4.38), indicating that ChatGPT is accessible, although effective use requires skill in prompt construction. Students demonstrated positive attitudes (M = 4.32) and favorable behavioral intentions (M = 4.25) toward using ChatGPT in academic writing. Spearman’s rho revealed significant moderate positive relationships between behavioral intention and perceived usefulness (ρ = .511, p < .05) and perceived ease of use (ρ = .489, p < .05).
Qualitative findings supported the quantitative results. Students reported benefits such as improved grammar, clearer organization of ideas, increased confidence, and time efficiency. However, concerns were raised regarding plagiarism, overreliance, and the accuracy of AI-generated content. Participants emphasized the need for institutional guidance, training, and clear policies.

Academic writing, AI literacy, ChatGPT, ethical use

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