Artificial intelligence‐based tools such as ChatGPT are increasingly being used in higher education, yet the factors influencing their adoption remain underexplored. This study investigates the key determinants shaping university students’ adoption and usage behavior of ChatGPT. Data were collected from 180 undergraduate and postgraduate students representing diverse academic disciplines through a structured questionnaire. Descriptive statistics, correlation analysis, and multiple regression techniques were utilized to examine the relationships among self-efficacy, digital literacy, trust in AI systems, motivation, and usage behavior. The findings indicate that digital literacy, trust in AI, and motivation significantly predict students’ behavioral intention and actual usage of ChatGPT, whereas self-efficacy exerts an indirect and moderate influence. Students reported strong motivation to use ChatGPT for academic writing, concept clarification, and examination preparation. The study underscores the need to promote digital competency, AI literacy, and responsible usage practices to ensure ethical and effective integration of AI-based tools in higher education. These insights provide practical implications for educators and policymakers seeking to enhance AI-driven learning experiences and informed adoption among learners...
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