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Abstract:

This study examined the impact of artificial intelligence (AI) adoption in private schools on educational service purchase intention among students and parents in Jeddah, Saudi Arabia. The research addressed a critical gap in the literature by investigating how AI integration in teaching and marketing influences purchase intention through the mediating roles of trust and perceived value, and the moderating role of cultural factors.

A quantitative, cross-sectional survey design was employed. Data were collected from 409 respondents, comprising students and parents of private schools in Jeddah, using a structured questionnaire with 31 Likert-scale items measured on a seven-point scale. The sample was derived using convenience sampling. Data analysis was conducted using the PROCESS macro by Hayes (Models 1, 4, 6, and 7) for mediation and moderation testing, supported by exploratory factor analysis and confirmatory factor analysis for instrument validation.

The results revealed that both AI adoption in teaching and AI-driven marketing had significant positive effects on perceived service quality. Trust in AI and the school mediated the relationship between AI adoption and purchase intention, as did perceived value. Cultural factors, including family values, religious orientation, and gender preferences, moderated the relationship between AI adoption and purchase intention. The serial mediation pathway from AI adoption through service quality, trust, perceived value, and ultimately purchase intention was also significant.

The findings contribute to the theoretical understanding of AI adoption in education by extending the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology into the private school context. Practically, the study provides evidence-based recommendations for private-school administrators and policymakers in Saudi Arabia regarding the strategic deployment of AI technologies to enhance educational services and influence parental and student purchase decisions.

Author:

SAMERA  ALSAADAWI