This study investigates the role of technology‐related anxiety in shaping university teachers’ behavioral intention to adopt ChatGPT. Three distinct types of anxiety are examined: (a) anxiety about the future of the academic profession, (b) anxiety regarding the personal misuse of ChatGPT, and (c) anxiety concerning negative impacts on student learning. A structured questionnaire was administered to 249 faculty members from Spanish public universities. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both the direct effects of each type of anxiety on behavioral intention and the mediating roles of effort expectancy (EE) and performance expectancy (PE). Results indicate that anxiety about student learning exhibits a significant negative direct effect on behavioral intention and an indirect effect through performance expectancy. Similarly, anxiety related to the misuse of ChatGPT is negatively associated with behavioral intention, with significant mediation through both EE and PE. In contrast, anxiety concerning the future of the academic profession does not show a statistically significant relationship with behavioral intention. The findings underscore the importance of addressing specific psychological barriers—particularly those linked to concerns over student learning and technology misuse—to facilitate ChatGPT integration in higher education. The study suggests that effective implementation strategies should combine technical training with targeted interventions aimed at managing technology-related anxiety, enhancing ethical practices, and improving perceptions of the tool’s utility and ease of use.

The emergence of ChatGPT and other AI-based tools has revolutionized the professional and educational world. This paper aims to analyze the factors that may lead university teachers to consider adopting ChatGPT in their work. This study examines how some relevant Unified Theory of Acceptance and Use of Technology (UTAUT) model variables (effort expectancy, facilitating conditions, and performance expectancy), technology-related anxiety and gender influence teachers’ intentions to use ChatGPT. A questionnaire was developed and sent to professors at Spanish public universities, resulting in a sample of 249 valid responses. The results indicate that performance expectancy, facilitating conditions, anxiety related to student learning and gender are the main determinants of the intention to use ChatGPT by teachers. After conducting an exploratory analysis segmented by gender, it was found that men and women analyze the possibility of adopting ChatGPT through different variables. For male teachers, performance expectancy and facilitating conditions are the variables that affect the intention to use ChatGPT. In contrast, female teachers’ intention is influenced by anxiety related to student learning and anxiety related to technology use, in addition to performance expectancy and facilitating conditions. Therefore, these results suggest that it is crucial to consider individual perceptions, gender as well as contextual factors when promoting the adoption of tools such as ChatGPT among university teachers. Educational institutions should provide teachers with the skills needed to create, adapt and use information and communication technologies, especially those based on generative AI. This training should adopt new strategies that take gender differences into account.

RESUMEN El nuevo modelo formativo de enseñanza universitaria promueve dotar a los estudiantes de las competencias adecuadas. La competencia de comunicación oral es una de las más importantes para la empleabilidad de los titulados universitarios. Hay varios criterios para evaluar esta competencia, por lo que es importante unificarlos. Por tanto, es crucial desarrollar rúbricas validadas. Las rúbricas permiten valorar la calidad de las contribuciones de los estudiantes, así como orientarlos en su desempeño al especificar los factores que serán evaluados. Para alcanzar el objetivo principal de este trabajo se describe el proceso de elaboración de una rúbrica y se analiza su validez y fiabilidad mediante su implementación. Para ello se lleva a cabo una experiencia en la asignatura “organización industrial y administración de empresas” de la titulación de ingeniería industrial. Como consecuencia, los resultados revelan que la rúbrica diseñada es una herramienta válida y fiable para evaluar la competencia de comunicación oral.