Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI

Xie, Qin; Li, Ming; Cheng, Fei

doi:https://doi.org/10.1080/14767724.2025.2598275

Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI

Xie, Qin; Li, Ming; Cheng, Fei

Globalisation, Societies and Education, 2025

アクセス数:13件（2026-04-06 23:46 集計）

固定URL: https://hdl.handle.net/11094/104041

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タイトル	Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI
著者	著者名 Xie, Qin
	NRID 1000050778107 1000050778107 ORCID 0000-0001-8855-1138 0000-0001-8855-1138 researchmap permalink liming liming 著者名 Li, Ming
	NRID 1000070801570 1000070801570 著者名 Cheng, Fei
キーワード等	China
	digital equity
	Generative AI
	higher education
	technology adoption
	UTAUT2
内容	Xie Q., Li M., Cheng F.. Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI. Globalisation, Societies and Education (2025); https://doi.org/10.1080/14767724.2025.2598275.
抄録	Generative AI is rapidly reshaping higher education, yet students in China face barriers to accessing global tools such as ChatGPT due to regulatory and technological constraints. Guided by the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study employs qualitative interviews to examine how Chinese university students engage with global and domestic generative AI in their learning. Findings show that accessibility and cost strongly shape adoption. Limited access to global tools and the expense of paid versions led many students to rely on domestic alternatives, though some used VPNs or shared accounts to access tools perceived as more beneficial. Language proficiency and disciplinary background also influenced engagement: STEM and English-medium students preferred global AI for technical or English-based tasks, while humanities students favoured domestic AI for Chinese-language and culturally grounded assignments. Students further viewed domestic AI as more aligned with local norms and political contexts, whereas global systems often lacked cultural nuance. By illuminating the accessibility, linguistic, disciplinary, and cultural dimensions of AI adoption, this study advances understanding of generative AI integration in non-Western higher education and calls for human-centered, multilingual, and contextually responsive approaches to foster equity in digital learning.
出版者	Routledge
収録物名	Globalisation, Societies and Education
刊行年月	2025-12-12
言語	英語
ハンドルURL	https://hdl.handle.net/11094/104041
PISSN	14767724
eISSN	14767732
関連情報 (isIdenticalTo)	DOI (出版社版) https://doi.org/10.1080/14767724.2025.2598275
アクセス権	open access
権利情報	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
出版タイプ	Version of Record
カテゴリ	学術雑誌論文 Journal Article

資源タイプ	学術雑誌論文
ローカル資源タイプ	学術雑誌論文
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	Globalisation, Societies and Education. 2025
DC.title	Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI
DC.creator	Xie, Qin
	Li, Ming
	Cheng, Fei
DC.publisher	Routledge
DC.language' scheme='DCTERMS.RFC1766	英語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2025-12-12
DC.identifier	https://doi.org/10.1080/14767724.2025.2598275
DC.subject	China
	digital equity
	Generative AI
	higher education
	technology adoption
	UTAUT2
DC.description	Xie Q., Li M., Cheng F.. Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI. Globalisation, Societies and Education (2025); https://doi.org/10.1080/14767724.2025.2598275.
DCTERMS.abstract	Generative AI is rapidly reshaping higher education, yet students in China face barriers to accessing global tools such as ChatGPT due to regulatory and technological constraints. Guided by the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study employs qualitative interviews to examine how Chinese university students engage with global and domestic generative AI in their learning. Findings show that accessibility and cost strongly shape adoption. Limited access to global tools and the expense of paid versions led many students to rely on domestic alternatives, though some used VPNs or shared accounts to access tools perceived as more beneficial. Language proficiency and disciplinary background also influenced engagement: STEM and English-medium students preferred global AI for technical or English-based tasks, while humanities students favoured domestic AI for Chinese-language and culturally grounded assignments. Students further viewed domestic AI as more aligned with local norms and political contexts, whereas global systems often lacked cultural nuance. By illuminating the accessibility, linguistic, disciplinary, and cultural dimensions of AI adoption, this study advances understanding of generative AI integration in non-Western higher education and calls for human-centered, multilingual, and contextually responsive approaches to foster equity in digital learning.
DC.rights	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
DC.format	104041
citation_title	Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI
citation_author	Xie, Qin
	Li, Ming
	Cheng, Fei
citation_publisher	Routledge
citation_language	英語
citation_date	2025-12-12
citation_journal_title	Globalisation, Societies and Education
citation_doi	https://doi.org/10.1080/14767724.2025.2598275
citation_public_url	https://hdl.handle.net/11094/104041

Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI

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