This article examines the acceptance and use of ChatGPT among academic staff in Polish universities, focusing on the factors influencing their intention to use the tool. The study employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, extended with Personal Innovativeness (PI), to analyze the behavioral intention of academics to use ChatGPT in their teaching and research. The research highlights that Habit (HT) and Performance Expectancy (PE) are the most significant factors affecting the intention to use ChatGPT, followed by Hedonic Motivation (HM). While other factors like Social Influence (SI), Price Value (PV), and Facilitating Conditions (FC) also have positive influences, their effects are relatively smaller. The study also identifies that age significantly moderates the relationship between PV and BI, with older academics being less willing to invest in ChatGPT despite its potential benefits. The findings suggest that while ChatGPT can be a useful tool for academics, its adoption depends on factors such as familiarity, perceived usefulness, and personal innovation. The study contributes to the theory of AI usage in higher education by providing insights into the factors influencing the acceptance and use of ChatGPT, and offers practical recommendations for its integration into academic work. The research also highlights the importance of considering the ethical and legal implications of using ChatGPT in academic settings.This article examines the acceptance and use of ChatGPT among academic staff in Polish universities, focusing on the factors influencing their intention to use the tool. The study employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, extended with Personal Innovativeness (PI), to analyze the behavioral intention of academics to use ChatGPT in their teaching and research. The research highlights that Habit (HT) and Performance Expectancy (PE) are the most significant factors affecting the intention to use ChatGPT, followed by Hedonic Motivation (HM). While other factors like Social Influence (SI), Price Value (PV), and Facilitating Conditions (FC) also have positive influences, their effects are relatively smaller. The study also identifies that age significantly moderates the relationship between PV and BI, with older academics being less willing to invest in ChatGPT despite its potential benefits. The findings suggest that while ChatGPT can be a useful tool for academics, its adoption depends on factors such as familiarity, perceived usefulness, and personal innovation. The study contributes to the theory of AI usage in higher education by providing insights into the factors influencing the acceptance and use of ChatGPT, and offers practical recommendations for its integration into academic work. The research also highlights the importance of considering the ethical and legal implications of using ChatGPT in academic settings.