Integrating ChatGPT into inclusive and sustainable E-learning: mediating roles of student empowerment and satisfaction and the moderating role of inclusivity in achieving sustainable education goals

Abstract

Introduction This study investigates how ChatGPT, a generative AI tool, can promote inclusive and sustainable e-learning by enhancing learner empowerment, satisfaction, and engagement. Methods Drawing on the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and the Sustainable Education Framework, a structural model was developed to examine the mediating roles of student empowerment and student satisfaction, and the moderating role of inclusivity perception. Data were collected from 350 students across South Korean universities using a cross-sectional survey and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results The findings indicate that perceived usefulness, perceived ease of use, and accessibility of ChatGPT significantly enhance student empowerment, which in turn increases satisfaction, continuance intention, and sustainable learning outcomes. Furthermore, inclusivity perception strengthens these relationships. Discussion The study contributes theoretically and aligns AI-enabled education with SDG-4.

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