Abstract:
Generative Artificial Intelligence tools such as ChatGPT, Grammarly, and Google
Gemini are rapidly transforming higher education, yet their adoption in developing
contexts like Sri Lanka remains underexplored. While global studies emphasize their
potential to enhance learning, limited empirical evidence exists on Sri Lankan
undergraduates’ awareness and ethical understanding of these tools, creating a critical
policy and curriculum gap. The study focuses on four independent variables: Attitude,
Peer Influence, Perceived Usefulness, and Technological Readiness, based on the
Technology Acceptance Model, Unified Theory of Acceptance and Use of
Technology, and Technology Readiness Index. A deductive explanatory research
design was used, and data were collected through a structured questionnaire from 384
undergraduates in state universities using quota sampling. Findings reveal a
significant positive relationship between all four variables and students’ awareness
of GAI tools. Technological Readiness and Perceived Usefulness emerged as the
strongest predictors, underscoring the role of digital competence and perceived
academic benefits in shaping awareness. However, despite frequent usage, only a
limited proportion of students demonstrated strong ethical understanding, revealing a
gap between adoption and responsible practice. The study concludes that universities
should integrate AI literacy and ethical guidelines into curricula and that a national
AI literacy strategy is needed to standardize responsible usage. Collaboration among
universities, educators, and student-led initiatives is also essential to promote
awareness, accessibility, and ethical engagement. By offering localized evidence, this
research fills a theoretical and empirical gap in Sri Lanka, providing practical
guidance for policymakers and educators in fostering responsible AI adoption in
higher education.
