# Emerging Drivers of Adoption of Generative AI Technology in Education: A Review
## 3 Results and Discussion
### What Influences GenAI Adoption in Education? A Closer Look  
The adoption of Generative AI (GenAI) technologies in education has attracted significant scholarly interest due to their potential to enhance teaching practices and learning experiences. However, the successful integration of these technologies depends on a range of interrelated factors that reflect both opportunities and challenges. Drawing from the 27 empirically grounded studies included in the review, eleven key predictors  
Figure 3: Overview of models and theories employed in GenAI technology adoption studies in education. were identified, illustrating the complex interplay of individual, institutional, and socio-technical dimensions. These predictors include individual-level factors, including individual attitudes and readiness to adopt GenAI, perceptions of its ease of use and usefulness, and emotional factors such as anxiety and playfulness. Technological and skill-based enablers--namely, AI literacy, technological infrastructure, and facilitating conditions--further influence adoption, as do institutional support mechanisms. Additionally, social and cultural influences, such as social influence, trust in AI, and perceived compatibility with existing practices, play a pivotal role in determining behavioral intention and actual use. Together, these predictors offer a comprehensive lens through which the adoption of GenAI in education can be understood. While this subsection provides a high-level synthesis, a more detailed categorization and interpretation is presented in the following section: \"The Three-Tier Framework for GenAI Adoption in Education\". By offering this closer look, the subsection emphasizes the context-sensitive and multidimensional nature of GenAI adoption. Educators and learners do not operate in a vacuum; their decisions are shaped by internal dispositions, external support, and broader socio-technical environments. Understanding these nuances is essential for fostering effective adoption strategies tailored to diverse educational contexts. * _Performance Expectancy (Perceived Usefulness)_: Users adopt GenAI when they perceive it as beneficial for achieving educational goals. [PERSON] et al. [31], [PERSON] [42], and [PERSON] et al. [45] consistently highlight its role in shaping Behavioral Intention (BI). Additionally, [PERSON] et al. [28] and [PERSON] et al. [44] emphasize that Performance Expectancy influences not only BI but also actual use, making it essential for both initial adoption and sustained engagement. * _Trust_: Trust plays a central role in GenAI adoption by fostering user confidence and mitigating concerns about privacy, ethics, and transparency. [PERSON] et al. [40] reveal that trust plays a crucial role in GenAI awareness, acceptance, and adoption. Similarly, [PERSON] [29] and [PERSON] et al. [46] highlight that perceived trust directly influences BI to use GenAI, highlighting its central role in fostering adoption
* _Effort Expectancy (Perceived Case of Use)_: While simplicity enhances adoption in some contexts, its influence is often secondary to functionality. [PERSON] and [PERSON] [48] and [PERSON] et al. [49] show that Effort Expectancy indirectly boosts perceptions of usefulness, whereas [PERSON] et al. [31] and [PERSON] et al. [50] suggest that ease of use has limited impact in educational settings where performance and trust are prioritized. * _Facilitating Conditions_: External resources and institutional support are critical for bridging the gap between BI and actual use. [PERSON] et al. [45] and [PERSON] and [PERSON] [48] highlight the importance of accessible infrastructure, while [PERSON] et al. [31] report that Facilitating Conditions may be less impactful in resource-rich environments, emphasizing their context-dependent nature. * _Social Influence_: Social norms and external encouragement can shape adoption decisions. [PERSON] et al. [34], [PERSON] [42], and [PERSON] et al.