Background and Objective: With the increasing use of ChatGPT in academic settings, understanding the factors influencing students' acceptance of this technology plays a key role in educational policy-making. The present study was conducted with the aim of explaining the acceptance of ChatGPT in higher education based on the Unified Theory of Acceptance and Use of Technology (UTAUT).
Methodology: This research was carried out using a descriptive-survey method. The statistical population consisted of 750 students from Ghadir Non-Governmental Higher Education Institute in Langerud, of whom 127 were selected through simple random sampling. The data collection tool was a researcher-made questionnaire based on the constructs of the UTAUT model. The face and content validity of the questionnaire was confirmed by experts, and the results of the measurement model evaluation confirmed the adequacy of the instrument's psychometric properties. Data were analyzed using structural equation modeling with the partial least squares approach and SmartPLS 3 software.
Findings: The findings indicated that performance expectancy and social influence had a positive and significant effect on students' behavioral intention, while effort expectancy did not show a significant effect on behavioral intention. Furthermore, facilitating conditions and behavioral intention had a direct and significant impact on actual use behavior. The research model was able to explain 61% of the variance in behavioral intention and 35% of the variance in use behavior.
Conclusion: The results showed that perceived usefulness, social influence, and facilitating conditions were the most important factors influencing the acceptance and use of ChatGPT in higher education.