Technology Readiness, Social Influence, and Anxiety as Predictors of University Educators’ Perceptions of Generative AI Usefulness and Effectiveness

Generative Artificial Intelligence (genAI) tools, such as ChatGPT, hold promise for higher education but also raise valid concerns. Critical questions arise regarding university educators’ attitudes toward the growing use of genAI in education. This multinational study aimed to examine the determinants of genAI Perceived Usefulness and Effectiveness among educators in Arab universities. The study applied the validated Technology Acceptance Model (TAM)-based theoretical framework using the Ed-TAME-ChatGPT survey instrument. Data were collected using a self-administered structured online questionnaire distributed in November–December 2024 via SurveyMonkey platform. The final sample comprised 685 academics across the Gulf Cooperation Council countries, Levant/Iraq, Egypt/Sudan, and the Maghreb countries. In multivariate analyses, Social Influence (β = 0.445 and 0.531, p < 0.001) and Technology Readiness (β = 0.325 and 0.314, p < 0.001) positively predicted Perceived Usefulness and Effectiveness, respectively, while Anxiety was a negative predictor (β = −0.154 and −0.088, p < 0.001 and p = 0.007, respectively). Across demographic and academic factors, Perceived Effectiveness varied by nationality and university location, whereas Perceived Usefulness was associated with academic qualification. This study showed the ubiquitous use of genAI tools especially ChatGPT among university educators in Arab universities and confirmed the validity of the Ed-TAME-ChatGPT instrument. The findings highlighted that effective genAI integration in higher education requires specific policies that enhance technology readiness, promote a culture of peer and institutional support, and address genAI concerns. To compete in the new AI era, higher education institutions should prioritize faculty-focused strategies that build competence, trust, and ethical, value-based adoption of genAI.