To Use or Not to Use? Investigating Vietnamese Students’ Adoption of ChatGPT for Learning with the Theory of Planned Behavior Lens

Abstract

This research investigates Vietnamese university students’ behavioral intention to use ChatGPT as an educational tool, drawing upon the Theory of Planned Behavior (TPB). A sequential explanatory mixed-methods design was used. A TPB-based questionnaire (n = 244) was applied to collect the quantitative data and 15 students were interviewed for qualitative development. The findings of the study revealed that the perceived behavioral control was the most powerful predictor of intention and then the attitude and subjective norms. These predictors in combination accounted for 65% of the variance in students’ behavioral intention to use ChatGPT. While most of the students have positive perpectives on the usefulness of ChatGPT (e.g., better for writing, easier to understand, learn faster), others also raised concerns of overreliance, lack of critical thinking, and its limitation for creative or collaborative work. The results confirm the TPB model and emphasize the roles of digital confidence, peer influence, and responsible use in influencing students’ adoption of AI technology. The study offers practical recommendations for educators and institutions aiming to integrate ChatGPT into higher education in a balanced and ethical manner.

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