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The ChatGPT dilemma: unravelling teachers’ perspectives on inhibiting and motivating factors for adoption of ChatGPT

Preeti Bhaskar (Department of Business Studies, University of Technology and Applied Sciences, Ibra, Oman)
Shikha Rana (School of Management, Graphic Era Hill University, Dehradun, India)

Journal of Information, Communication and Ethics in Society

ISSN: 1477-996X

Article publication date: 30 April 2024

Issue publication date: 19 June 2024




This study aims to address the existing knowledge gap by investigating teachers’ adoption of ChatGPT for educational purposes. The study specifically focuses on identifying the factors that motivate and inhibit teachers in adoption of ChatGPT in higher education institutions (HEIs).


This research has used interpretative phenomenological analysis – a qualitative approach. Through in-depth interviews among the teachers, data was collected to identify the motivating and inhibiting factors that impacted teachers’ willingness to adopt ChatGPT. The data was collected from 48 teachers working across HEIs of Uttarakhand region in India.


The analysis revealed seven themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purposes. These include time factor, tool for competitive edge, learning enhancement tool for students, research facilitator, benefits in educational settings, troubleshooter and easy to use. On the other hand, inhibiting factors comprise five themes, which include technical difficulties, limited features for educational and research purposes, tool for handicapping innovation and creativity, lack of personal touch and ethical considerations.

Practical implications

The findings will be valuable for HEIs in establishing policies that promote the appropriate and effective use of ChatGPT. Moreover, the study provides recommendations to ChatGPT solution providers for improving ChatGPT services for effective adoption of ChatGPT among teachers and implementation at HEIs. Further, it contributes to the body of literature by filling a knowledge gap about teacher adoption of ChatGPT in the HEIs. Through qualitative research, the study has pinpointed specific motivating and inhibiting factors that affect teacher adoption of ChatGPT.


Unlike previous studies that primarily explored the potential advantages and drawbacks of ChatGPT in education, this research study delves deeper into the topic. It makes a substantial contribution to our understanding of ChatGPT adoption among teachers by identifying distinct factors that either motivate or inhibit teachers from adopting ChatGPT for job related purposes. The study provides novel insights that were previously mislaid, thereby introducing a fresh perspective to the existing literature



Bhaskar, P. and Rana, S. (2024), "The ChatGPT dilemma: unravelling teachers’ perspectives on inhibiting and motivating factors for adoption of ChatGPT", Journal of Information, Communication and Ethics in Society, Vol. 22 No. 2, pp. 219-239.



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