Enterprise AI Analysis
Digital Skills and Personal Innovativeness Shaping Stratified Use of ChatGPT in Polish Adults' Education
Published: January 7, 2026
This study investigates how digital skills (DS) and personal innovativeness (PI) influence the advanced use of ChatGPT (UC) among adult learners in Poland, considering gender as a moderator. Using CAWI on 757 adult users, the study confirms that both DS (β ≈ 0.46) and PI (β ≈ 0.37) positively predict advanced ChatGPT use, explaining 41% of UC variance. Stronger effects are observed among men. The findings highlight a stratified use of GenAI in adult education, emphasizing the need for critical digital competences and AI literacy in sustainable education policies to prevent increased inequalities.
Executive Impact & Key Metrics
Understand the quantitative impact of digital skills and personal innovativeness on advanced ChatGPT use in adult education.
Deep Analysis & Enterprise Applications
Select a topic to dive deeper, then explore the specific findings from the research, rebuilt as interactive, enterprise-focused modules.
Digital Skills (DS)
Digital skills are multidimensional, encompassing technical, cognitive, social, and ethical competences. They are crucial for effective, critical, and responsible technology use, extending beyond basic operational proficiency. In adult education, DS development is vital for lifelong learning and socio-economic integration, helping to bridge the digital divide and adapt to evolving labor market demands.
Personal Innovativeness (PI)
Personal innovativeness is defined as an individual's willingness to experiment with and adopt new information technologies. It fosters positive attitudes towards technology, influences perceptions of usefulness, and encourages more advanced forms of use. In adult education, PI is particularly important as it drives voluntary engagement with new tools like ChatGPT beyond perceived usefulness, embracing experimentation and tolerance of ambiguity.
Use of ChatGPT (UC)
ChatGPT, as a generative AI tool, fundamentally transforms learning. It offers personalized support, enhances efficiency, and aids cognitive processes. However, it poses risks like overreliance and potential errors. Advanced use of ChatGPT in adult education goes beyond basic queries to complex analytical, creative, and ethical tasks, requiring critical digital skills and innovativeness to avoid shallow engagement.
Stratified GenAI Use Identified
The study demonstrates that mere access to GenAI tools does not automatically translate into advanced application. Instead, a stratified use pattern emerges, where individuals with higher digital skills and personal innovativeness are better equipped to leverage GenAI for complex, creative, and analytical tasks, while others are limited to basic functions. This highlights a new form of the digital divide.
GenAI Use Stratification Process
| Factor | Men (β) | Women (β) |
|---|---|---|
| Digital Skills → UC | 0.486 | 0.400 |
| Personal Innovativeness → UC | 0.371 | 0.320 |
| Men exhibit stronger associations between both DS and PI and advanced ChatGPT use compared to women, indicating gender-related differences in how these resources translate into practical application. | ||
Implications for Sustainable Education Policy
To mitigate widening inequalities, education policies must integrate critical digital competences and AI literacy. This involves designing learning pathways that do not exacerbate the digital divide, providing compensatory DS modules, and targeting interventions at high-risk groups. The goal is to ensure GenAI supports cognitive autonomy and reflexivity, rather than superficial consumption.
Case Study: Enhancing Lifelong Learning with AI Literacy
Challenge: A regional adult education center observed that many learners struggled to move beyond basic ChatGPT queries for their professional development. Despite having access, they lacked the advanced skills to integrate AI into complex problem-solving or content creation tasks.
Solution: The center launched a pilot program focusing on AI literacy, including modules on prompt engineering, critical evaluation of AI outputs, and ethical considerations. Emphasis was placed on project-based learning where participants used ChatGPT to develop innovative solutions for local community challenges.
Outcome: Participants demonstrated a significant increase in advanced ChatGPT use, with improved abilities in data analysis, creative writing, and identifying AI biases. The program fostered a more conscious and exploratory approach to AI, leading to tangible benefits in local entrepreneurship projects and civic engagement.
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