Abstract
Generative Artificial Intelligence (GAI) as a groundbreaking technology is expected to have profound impact on the education sector, significantly altering the status-quo of how business educators design and deliver education. Yet, little is known of its acceptance among business educators. Although recognised for its potential, GAI faces widespread scepticism due to concern of misuse, questioning its role as a helpful ally or a potential adversary. Extending the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT), this study applies a mixed-method research design to identify factors that drive or curtail the adoption of GAI among the business educators. This study attempts to extend the models by incorporating individual characteristics and emotional well-being; provide insights to practical, ethical, policy contributions; and implications for curriculum adaptation.