Generative AI in Tunisian Higher Education
Part Two: Discussion of the empirical findings on sustainable integrity practices
DOI:
https://doi.org/10.26034/fr.jehe.2026.9995Keywords:
Tunisian higher education, PLS-SEM, technological implementation, Gen AI, Generative artificial intelligence, ethics in higher educationAbstract
Following on from the first part of this research, which focused on developing the conceptual framework and validating the measurement model, this second part analyses the empirical results of the structural model. The results demonstrate a high explanatory power (R²BI = 0.551; R²UR = 0.522). Intention to use strongly influences actual use (β = 0.588; p < 0.001), whilst facilitating conditions have a significant positive effect (β = 0.249; p < 0.001). Unlike in traditional models, perceived usefulness and ease of use are not significant. Conversely, perceived ethics (β = 0.244; p = 0.002), habit (β = 0.214; p = 0.008) and organisational support (β = −0.181; p = 0.025) are key determinants. The moderating effect of organisational support is also confirmed (β = 0.189; p = 0.005). These results reveal a shift in the determinants of adoption towards ethical, behavioural and organisational dimensions, with significant theoretical, managerial and societal implications.
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Copyright (c) 2026 Mohamed Ali Bahrini, Eya Soltani

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