Understanding ChatGPT Use in Supporting Higher Education Learning: Evidence from Malaysia and Indonesia

Indri Astutik (Department of English Language Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia)
Ali Usman (Department of Biology Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia)
Afriadi Sanusi (Faculty of Education, Social Science and Islamic Studies, University of Malaya, Malaysia)
Mochamad Alfan (Department of Indonesian Language and Literature Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia)
Kristi Nuraini (Department of English Language Education, Faculty of Education and Teacher Training, Universitas Muhammadiyah Jember, Jember, Indonesia)

Journal of Innovation in Educational and Cultural Research
Vol 7, No 4 (2026)

This study explores the factors influencing the use of ChatGPT to support learning in higher education, particularly in developing countries. Despite the increasing adoption of artificial intelligence (AI) in educational settings, empirical evidence on how students utilize ChatGPT to support learning remains limited. This study aims to identify the determinants of ChatGPT use among university students in Malaysia and Indonesia. A quantitative survey approach based on the Unified Theory of Acceptance and Use of Technology (UTAUT) was used, with data collected from students who had used ChatGPT for academic purposes. The results indicate that ease of use and social influence significantly influence ChatGPT usage intentions, while performance expectations are not a dominant factor. Furthermore, there are cross-country differences in the relationship between behavioral intentions and actual usage behavior. These findings suggest that ChatGPT use in higher education learning is more influenced by ease of use and social context than by perceived performance benefits. This study contributes to the literature by providing cross-country empirical evidence and emphasizing the importance of integrating AI literacy and pedagogical strategies to support effective and responsible use of ChatGPT.