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Assessing Students' Perceptions Towards the Adoption of AI Tools in Tertiary Education Institutions in Mauritius: From a Male and Female Perspective
Abstract
Digital technologies are revolutionising the teaching and learning process in the 21st century. This study examines the link between the adoption of artificial intelligence (AI) and self-efficacy, technological readiness, perceived usefulness and perceived ease of use among university students, specifically males and females’ students. The technology acceptance model (TAM) is used in the study to investigate the interrelationship between the variables. A quantitative methodology has been used whereby 400 questionnaires were distributed among tertiary learners in public universities across Mauritius. 316 students from public tertiary institutions in Mauritius have been taking part in the study. The participants' answers were examined using Statistical Package for Social Sciences (SPSS) 26.0. A 5-point Likert scale is used to measure five constructs in the questionnaire. The findings indicate the students’ technological self-efficacy and technological readiness, how they use AI tools and how easy they believe they are to use. By supporting learning strategies that support sustainable development, this study advances broader educational goals as stated in the African Union's Agenda 2063, the Mauritius National Development Strategy, and the UNESCO Sustainable Development Goals, particularly SDG 4 on quality education. Regarding Mauritius, the study supports government initiatives to create a knowledge-based economy and promote inclusive, future-ready educational systems that address issues of local and global development. The findings also demonstrated that even though both males and females are inclined to adopt artificial intelligence, there was not much difference in their adoption. Moreover, the results have provided valuable recommendations for educators, policymakers, and technology developers seeking to foster an AI-driven learning environment that aligns with student needs and expectations to enhance quality learning.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 7295
Subject
Country
Mauritius
Region
Africa
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Adobe PDF, 659.77 KB
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)