Adoption Drivers of AI Chatbot in Higher Education: A PRISMA‐Based Review for Applied Practice

ABSTRACT

Since the launch of AI chatbot such as ChatGPT, interest in the use of AI chatbot in higher education has grown substantially. However, no comprehensive synthesis currently exists of the key factors that determine whether AI chatbot are adopted. This study addresses that gap by systematically reviewing the peer‐reviewed literature published since 2022 with following use of PRISMA guidelines for identification, screening, eligibility, and inclusion. By using Scopus and Google Scholar, records were screened against predetermined inclusion and exclusion criteria. Eight articles were selected based on methodological clarity and their relevance to AI acceptance to be implemented in educational contexts. The review identifies four key dimensions which influencing adoption behaviour. These dimensions are technological, human‐centred design, psychological, and environmental factors. Terminology such as perceived usability, interactivity, performance expectancy, trust, ethical transparency, and perceived enjoyment emerge as the most consistently reported drivers. Findings suggest that successful integration of AI chatbot are depends on aligning design with user expectations and institutional goals. Meanwhile, based on a modest sample of eight studies, this review offers an initial structure for future research and policy efforts aimed at implementing AI chatbot ethically and pedagogically in higher education.