AI-Driven Education

This study explores the adoption of AI tools, within academic settings in Brunei Darussalam, aiming to strengthen future skills development via artificial intelligence (AI) adoption in Bruneian education. Grounded in the technology acceptance model (TAM), the research examines how perceived ease of use (PEOU) and perceived usefulness (PU) influence users’ behavioral intentions to adopt AI technologies. It further investigates whether gender and age moderate these relationships. Using a quantitative approach, data were collected through a structured questionnaire from a randomly selected sample representing diverse academic and demographic backgrounds. The findings challenge traditional TAM assumptions, while PU significantly predicts behavioral intention, and PEOU does not. Moreover, neither gender nor age moderates these relationships, suggesting a consistent adoption pattern across demographic segments. These insights imply that strategies promoting AI integration in education should emphasize its practical benefits over usability and adopt inclusive approaches that do not require demographic tailoring. As the first TAM-based study on AI tools adoption in Brunei, this research contributes to the growing discourse on technology acceptance and offers actionable guidance for policymakers, educators, and technologists seeking to build AI-driven, future-ready learning environments in Southeast Asia.