IMPACT OF AI TOOLS ADOPTION ON LEARNING BEHAVIORS AND ACADEMIC ETHICS AMONG INDONESIAN UNIVERSITY STUDENTS: AN APPLICATION OF THE UTAUT MODEL

Abstract

The rapid adoption of generative artificial intelligence (AI) tools such as Chat GPT, Gemini, and Copilot is transforming the landscape of higher education worldwide. While these tools offer unprecedented efficiency and learning support, their integration raises complex pedagogical and ethical issues. This study investigates how university students' adoption of AI tools influences their learning behavior, academic ethics, and readiness for future employment. Using a modified Unified Theory of Acceptance and Use of Technology (UTAUT) framework, supplemented with variables for perceived risk, trust, and technological competence, we conducted a survey of 320 undergraduate students across Indonesia via a structured online questionnaire. Structural Equation Modelling (PLS-SEM) was used to analyze 14 hypotheses. Results indicate that trust and technological competence significantly drive students' intention to use AI, which in turn predicts actual usage. Additionally, actual AI usage has a strong positive impact on students' learning behavior, ethical awareness, and perceived work readiness. On the mediation pathway, traditional predictors such as performance expectations, social influence, and institutional support were found to significantly influence actual AI use through intention to use AI. These findings highlight a paradigm shift: students are increasingly guided by intrinsic trust and digital competence rather than external factors. This study provides critical insights for educators and policymakers in designing ethical and future-orientated AI.