Generative AI in Tunisian Higher Education

Part Two: Discussion of the empirical findings on sustainable integrity practices

Authors

  • Mohamed Ali Bahrini Institut supérieur des études technologiques de Jendouba, Tunisie
  • Eya Soltani Institut supérieur des études technologiques de Jendouba, Tunisie

DOI:

https://doi.org/10.26034/fr.jehe.2026.9995

Keywords:

Tunisian higher education, PLS-SEM, technological implementation, Gen AI, Generative artificial intelligence, ethics in higher education

Abstract

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.

Published

2026-06-30

How to Cite

Bahrini, M. A., & Soltani, E. (2026). Generative AI in Tunisian Higher Education: Part Two: Discussion of the empirical findings on sustainable integrity practices. Journal of Ethics in Higher Education, (8.2), 59–88. https://doi.org/10.26034/fr.jehe.2026.9995

Issue

Section

Non-thematic Articles

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