The Impact of Socio-Cultural and Demographic Factors on Gen AI Accessibility, Usability, and Applicability in the UAE

Abstract

Despite rapid AI integration in education globally, the role of socio-cultural and demographic factors in shaping AI adoption in diverse settings like the UAE remains underexplored. This study explores the accessibility, usability, and applicability of generative AI (Gen AI) tools, such as ChatGPT, in higher education, focusing on Emirati university students. Employing a mixed-methods research design, data were collected from 83 students through demographic surveys and structured reflections based on Gibbs’ Reflective Cycle (Gibbs, 1988). Quantitative analysis showed strong links between how Gen AI uses AI and demographic and educational factors, such as high school type, gender, and academic performance, with a slight trend seen for the father’s education level. Students from private international schools reported higher daily usage, while females showed greater weekly usage frequencies, emphasizing the influence of educational background and gender on technology adoption. Thematic analysis identified Gen AI accessibility as a key theme, with students highlighting the instant feedback and time-saving benefits of Gen AI tools. However, disparities in digital literacy and infrastructural challenges remain. The Gen AI Usability Study showed that students liked the detailed feedback and how it broke down complex ideas. However, they ran into problems like prompt sensitivity and the need to verify output. The Gen AI Applicability results emphasized ChatGPT’s help in creating content, improving language, and organizing academic material, but they also pointed out that it has trouble following assignment-specific rules. This study contributes to the literature by addressing socio-demographic factors influencing Gen AI adoption in a culturally diverse setting like the UAE. The results make it clear that Gen AI literacy and critical evaluation skills must be taught in schools, and strategies are necessary to ensure everyone has equal access (Ben Romdhane et al., 2023). Recommendations aim to help educators leverage Gen AI’s potential while mitigating its challenges in higher education.