The Use of Generative Artificial Intelligence in a Modern Mixed Economy College

Abstract

This chapter presents a mixed-methods study exploring motivating factors encouraging student teachers to discover opportunities and address risks of integrating ChatGPT's natural language capabilities into their pedagogical practice. Using an online questionnaire with 31 student teachers and applying Situated Expectancy-Value Theory (SEVT) and Activity-Centred Analysis and Design (ACAD), it explores self-efficacy, value perceptions, and external variables influencing GenAI adoption intentions. Findings reveal a tenuous correlation between GenAI knowledge and usage intentions, with self-efficacy doubts persisting despite moderate literacy. Perceived value, particularly utility value, emerged as a pivotal motivator. However, concerns about overreliance, plagiarism, and diminished critical thinking were notable barriers. The findings in this chapter underscores the need for targeted training, ethical guidance, and responsive policies to foster responsible GenAI integration. Recommendations include capability building, value reconciliation, and context-sensitive oversight attuned to socio-cultural diversity. Thoughtfully embedding GenAI in teaching, learning, and assessment requires understanding complex motivations and proactively addressing ethical challenges.