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ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.

This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.

The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.

This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.

In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.

Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data.

The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments.

The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future.

Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

E-learning has become an increasingly prevalent learning approach in higher educational institutions due to the fast growth of internet technologies in India. This paper aims to mainly focus on evaluating the effectiveness of the e-learning experience from students’ perceptive.

“Survey” method has been used to collect the data with the help of a structured questionnaire from the students who have registered on COURSERA (www.coursera.org/) website for e-learning. The questionnaire consisted of two sections e-learning system and e-learning effectiveness. E-learning system included items related to system quality, information quality and service quality. E-learning effectiveness dimension included user satisfaction and net benefits. The items in this section were measured on a five-point Likert scale ranging from strongly disagrees to strongly agree. The data collected have been analyzed using the SPSS version 17.0 and AMOS version 21.0.

Results show that system quality and service quality contribute more in e-learning system compared to information quality. Students perception may be that information available on the website may not be very useful as it’s a one-way mode of communication. The researcher also found that the three dimensions (system quality, service quality and information quality) of e-learning system contributes to user satisfaction and net benefits. Students are satisfied with e-learning websites and intent to continue to use it in future as well. They also found it beneficial as it helps them in career growth and making them employable.

This paper proposed a second-order model of e-learning system and a second-order model e-learning effectiveness. E-learning system has been defined by three first-order constructs: a system quality, service quality and information quality. E-learning effectiveness has been defined by two first-order constructs: a user satisfaction and net benefits. The predictability of the proposed model is high to explain the impact of e-learning system on e-learning effectiveness.

Augmented reality (AR) and virtual reality (VR) are becoming increasingly interwoven into people's daily lives, with applications in fields such as science, engineering, medical, the arts, education, finance and business. While much study has been conducted in the field of VR and AR in a variety of areas, less attention has been paid to online education. The purpose of this research is to conduct a systematic review of studies on AR and VR, as well as its applications in many disciplines of education, with a special emphasis on online education.

The data were gathered from the SCOPUS database under the subject “Augmented and Virtual Reality Applications in Online Education.” The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) format has been used to summarize the available literature and research in academics throughout the world. First, systematic literature reviews and later bibliometric analysis were conducted for performance and science mapping analysis.

The research adds to the body of knowledge about the role of AR and VR in online education and its future prospects. AR and VR have demonstrated a substantial contribution to facilitating teaching in a variety of fields, including engineering, medicine, nursing and chemistry. Additionally, this research indicates that AR and VR can be utilized to teach various areas and specialties. Additionally, it can be used in other aspects of online education, such as admissions, industry visits, training, internationalization and specific courses for students with disabilities.

This research lays the framework for educational institutions, legislators and researchers to investigate additional applications of VR and AR. Though this research suggests some possible uses for AR and VR in the online education system, more applications can be integrated into the online education system to fully leverage the potential of AR and VR worldwide. AR and VR have the potential to be a very cost-effective method of delivering online education on a wide scale in the future.

The article explores the applicability of VR and AR in education using bibliometric analysis. This is one of the first studies to do an assessment of VR and AR, evaluating their strengths, drawbacks and current applications. Future application areas are also identified as a result of the investigation.

This research work aims to study the continuous usage intention of students for digital library systems in higher learning institutions (HLI). Additionally, keeping in mind the lack of focus on academic involvement of students in existing studies, this research work attempts to examine the moderating role of academic involvement in making up the continuous usage intention for digital library systems among students at HLI.

Cross-sectional survey design is used in this study. Target population is students pursuing postgraduate studies and using digital library systems at private universities in the state of Uttarakhand, India. The Stratified random sampling method is used wherein each private university forms one stratum.

The results suggest that the students' continuous usage intention for digital library systems is significantly influenced by dimensions of digital library system quality, mediated by user satisfaction. Further, the level of academic involvement of students exerts moderating impact between dimensions of digital library system quality and user satisfaction; however, it d oes not exist between user satisfaction and their continuous usage intention.

This study contributes to the literature on academic involvement of students by highlighting its importance in the process of continuous usage intention. It also proposes a holistic conceptual framework for continuous usage intention for digital library systems among students and moderating impact of academic involvement. Being cross-sectional survey-based research, this study has certain limitations. Since responses were obtained at a single point in time, variation in respondents' behaviour could not be captured.

The findings of the study can be helpful to the HLI, academic librarians, teachers, digital library systems service provider companies and government regulatory authorities. HLI need to put more effort into procuring subscriptions to reputed publications of e-books, e-research papers, e-magazines, e-reports, etc. for making digital library systems more beneficial for the students. Academic librarians need to be effortful towards building students' satisfaction through constantly upgrading software and systems and active interaction with students. Digital library systems service provider companies can also collaborate to customize their digital resources for different types of academic programs. The government can partnership with private companies for providing digital library systems in HLI.

This research work is the first of its kind in terms of studying the role of academic involvement of students for purpose of evaluating continuous usage intention for digital library systems among students studying in Indian HLI.

This paper aims to provide a systematic literature review on blockchain technology in education to offer a detailed understanding of the present scenario in terms of benefits, barriers, present blockchain technology application and future areas where blockchain technology can be implemented in the other fields of education.

A bibliometric analysis is conducted on for data in the publications, journals, authors and citations were collected, and examined by applying bibliometric measures. The data was collected from SCOPUS database on the topic “Blockchain Technology in Education”. The following research questions guided this systematic literature review (SLR: How blockchain technology has been defined in educational settings? How were the technology examined (i.e. the methodology)? What were the results of using this technology in an education system?

The study identifies the benefits, barriers and present application of blockchain technology in education. The analysis shows that blockchain technology in education is still a young discipline, but has a lot of potential to benefits the educational sector at large.

This research provides a groundwork for education institutions, the policymakers and researchers to explore other areas where blockchain technology can be implemented, though this research has also suggested some prospective uses of blockchain technology in different functions of an education system, more application can be brought into the education system to exploit the potential of blockchain technology.

The paper discusses the application of blockchain technology in education with the help of bibliometric analysis. This is one of the first known studies to review the blockchain technology by identifying its benefits, barriers, present blockchain technology application. Based on the analysis, future application areas are also identified.

Government employees have various challenges of adopting e-government which include administrative problems, technological challenges, infrastructural problems, lack of trust on computer applications, security concerns and the digital divide. The purpose of this paper is to identify the most salient factors that influence the employee adoption of e-government in India as perceived by government employees involved in e-government service delivery.

The paper first identifies different factors influencing the employee adoption of e-government on the basis of literature review and then finds their relative importance by prioritizing them using the analytic hierarchy process (AHP). The AHP is a multi-criteria decision-making (MCDM) tool which combines all the factors into a hierarchical model and quantitatively measures their importance through pair-wise comparisons (Saaty, 1980). Eleven influencing factors of employee adoption of e-government have been identified, which are categorized under four main factors, namely, “employee’s personal characteristics”, “technical factors”, “organizational factors” and “trust”. The data pertaining to pair-wise comparisons of various factors and sub-factors related to the study is collected from ten senior government employees working with different departments and bodies of the Government of National Capital Territory of Delhi.

Based on the results obtained, the findings reveal that “organizational factors” and “technical factors” are the two most important factors which influence the intention of government employees to adopt e-government. Moreover, “training”, “technical infrastructure”, “access speed”, “technical support” and “trust” in infrastructure are the top five sub-factors which are considered to be important for the employee adoption of e-government.

One of the limitations regarding the methodology used in the study is that the rating scale used in the AHP is conceptual. There are chances of biasing while making pair-wise comparisons of different factors. Therefore, due care should be taken while deciding relative scores to different factors. Also, some factors and sub-factors selected, for the model may have interrelationships such as educational level and training; computer skills and trust; etc., and these interrelationships are not considered by the AHP, which is a limitation of the present study. In that case, the analytic network process (ANP) can be a better option. Therefore, this study can be further extended by considering some other factors responsible for e-government adoption by employees and applying the ANP in the revised model.

The results of the study may help government organizations, to evaluate critical factors of employee adoption of e-government. This may help them in achieving cost-effective implementation of e-government applications by efficiently managing their resources. Briefly, the findings of the study imply that government departments should provide sufficient training and support to their employees for enhancing their technical skills so that they can use the e-government applications comfortably. Moreover, the government departments should also ensure fast access speed of the e-government applications so that the employees can carry out their tasks efficiently.

Most of the existing literature on e-government is focused on citizens’ point of view, and very few studies have focused on employee adoption of e-government (Alshibly and Chiong, 2015). Moreover, these studies have majorly used generic technology adoption models which are generally applicable to situations where technology adoption is voluntary. As employee adoption of e-government is not voluntary, the present study proposes a hierarchy of influencing factors and sub-factors of employee adoption of e-government, which is more relevant to the situations where technology adoption is mandatory. Also, most of the previous studies have used statistical methods such as multiple regression analysis or structural equation modelling for examining the significant factors influencing the e-government adoption. The present study contributes to this area by formulating the problem as an MCDM problem and by using the AHP as the methodology to determine the weights of various factors influencing adoption of e-government by employees.

The COVID-19 pandemic has disrupted various systems that drove people to adapt to certain technologies, such as electronic government services, for daily survival and to meet social distancing requirements. Therefore, this study aims to determine the antecedents of e-government use based on prospect theory and modified unified theory of acceptance use of technology (UTAUT) during a pandemic.

Convenience sampling of 368 respondents from Vietnam was conducted, and questionnaires were distributed personally or by email. The data were analyzed following a two-stage structural equation modeling (SEM) using SPSS v23 and AMOS v23. The validity and reliability of the instrument were tested and ensured.

Results show that perceived severity drives government support and social influence while perceived security drives government support, social influence and trust. Social influence enhances government support and trust, which both drives e-government use. Mediation analysis shows that government support mediates perceived the influence of perceived severity on e-government use.

The integration of prospect theory and UTAUT brings into light what will drive the adoption of e-government in the context of Vietnam. Supporting mechanisms, such as security measures, trust-building, government support and social influence, will drive citizens to adapt to technologies provided by the government but would also rely on the perceived risks and benefits.

This study integrates prospect theory and a modified version of UTAUT to explain the drivers of e-government use. The results reveal that under uncertainties, government support is critical in driving the use of e-government for people to manage the daily lives for survival.