Abstract
The rapid spread of generative artificial intelligence (AI) in higher education creates both opportunities and risks related to academic integrity and the lack of regulatory frameworks. This study aims to identify the factors influencing AI adoption among students and faculty in Kazakhstani universities using the UTAUT2 model. The empirical dataset is based on a survey (n = 198) conducted at a leading private university in Almaty. The analysis includes core UTAUT2 constructs (PE, EE, SI, FC, HM, BI, USE), along with moderators (age, discipline) and a mediator (digital literacy). Structural equation modeling (SEM), multi-group analysis (MGA), and mediation analysis were applied. The results show that behavioral intention is primarily driven by performance expectancy and hedonic motivation, while digital literacy significantly strengthens the transition from intention to actual use. The study provides the first empirical application of UTAUT2 in Kazakhstan’s higher education context. Its practical contribution lies in developing strategies for AI integration and improving regulatory frameworks. Importantly, the findings demonstrate that effective AI governance can support the sustainable development of higher education by balancing technological innovation, academic integrity, and institutional resilience.