Generative AI Adoption and Students’ Creativity: The Roles of Enhanced Learning, Learning Engagement, and Ethical Risk

Abstract

The rapid adoption of Generative Artificial Intelligence (GenAI) is transforming higher education by reshaping learning experiences, student engagement, and creativity. However, little is known about the mechanisms through which GenAI enhances creativity, particularly within tourism and hospitality education. Unlike prior studies that primarily examine students’ intention to adopt GenAI, this study explains how GenAI adoption translates into creativity through enhanced learning and learning engagement while accounting for ethical risks. Drawing upon contemporary learning and creativity literature, this study examined how students’ adoption of GenAI influences creativity through the mediating roles of enhanced learning and learning engagement, while also investigating the moderating effect of perceived ethical risks associated with GenAI use. Data were collected from 420 students enrolled in tourism and hospitality faculties and institutes across Egypt. The proposed research model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that enhanced learning and learning engagement are the principal mechanisms through which GenAI adoption improves students’ creativity, whereas perceived ethical risks significantly weaken these positive relationships. This study contributed to the emerging GenAI literature by moving beyond technology adoption perspectives to explain how GenAI shapes creativity outcomes in higher education. It further extends tourism and hospitality education research by providing one of the first empirical examinations of the mechanisms through which GenAI enhances student creativity while accounting for ethical concerns. The findings provide practical guidance for higher education institutions seeking to integrate GenAI responsibly while fostering creativity, engagement, and innovative learning environments.