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

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Identifier to cite or link to this item: https://hdl.handle.net/11094/104041

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Title
Between regulation and accessibility: how Chinese university students navigate global and domestic generative AI
Creator
CreatorName
Xie, Qin
NRID
1000050778107 1000050778107
ORCID
0000-0001-8855-1138 0000-0001-8855-1138
researchmap permalink
liming liming
CreatorName
Li, Ming
NRID
1000070801570 1000070801570
CreatorName
Cheng, Fei
Subject
China
digital equity
Generative AI
higher education
technology adoption
UTAUT2
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.
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.
Publisher
Routledge
Source Title
Globalisation, Societies and Education
Date of Issued
2025-12-12
Language
English
Handle URL
https://hdl.handle.net/11094/104041
PISSN
14767724
eISSN
14767732
Relation.isIdenticalTo
DOI (Publisher Version)
https://doi.org/10.1080/14767724.2025.2598275
Access Rights
open access
CopyRight
This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
oaire:version
Version of Record
Category
学術雑誌論文 Journal Article