Abstract

This qualitative study explored the factors that influence teachers’ behavioural intention (BI) to use ChatGPT for teaching. The data was collected from 214 Bhutanese teachers using open-ended questions and interviews. The thematic analysis revealed four key factors that are likely to influence teachers’ BI to use ChatGPT in the context. These factors included perceived usefulness, perceived ease of use, perceived lack of integrity, and perceived impact on aptitude. This study concludes with potential theoretical and practical implications in the field of teacher education.