This study explores the acceptance of ChatGPT among Polish university academics and identifies factors influencing their intention to use the tool. The research is based on the UTAUT2 model extended with Personal Innovativeness. A survey was conducted with 629 academics, revealing that Habit and Performance Expectancy are the most significant factors affecting their behavioral intention to use ChatGPT. Facilitating Conditions and Behavioral Intention also significantly influence ChatGPT use behavior. The study found that age has a moderate moderating effect on the relationship between Price Value and Behavioral Intention. The results suggest that while ChatGPT can be a helpful tool for academic work, its adoption depends on factors such as familiarity, perceived usefulness, and personal innovation. The study contributes to the theory of AI usage by providing insights into the acceptance and application of ChatGPT in higher education. It also offers practical recommendations for integrating ChatGPT into academic work. The study highlights the importance of considering factors such as personal innovation, habit, and perceived performance when adopting AI tools in education. Limitations include the lack of differentiation by academic fields and the potential for respondents to have limited experience with ChatGPT. Future research could explore the impact of ChatGPT on different academic disciplines and the role of social influence in its adoption.This study explores the acceptance of ChatGPT among Polish university academics and identifies factors influencing their intention to use the tool. The research is based on the UTAUT2 model extended with Personal Innovativeness. A survey was conducted with 629 academics, revealing that Habit and Performance Expectancy are the most significant factors affecting their behavioral intention to use ChatGPT. Facilitating Conditions and Behavioral Intention also significantly influence ChatGPT use behavior. The study found that age has a moderate moderating effect on the relationship between Price Value and Behavioral Intention. The results suggest that while ChatGPT can be a helpful tool for academic work, its adoption depends on factors such as familiarity, perceived usefulness, and personal innovation. The study contributes to the theory of AI usage by providing insights into the acceptance and application of ChatGPT in higher education. It also offers practical recommendations for integrating ChatGPT into academic work. The study highlights the importance of considering factors such as personal innovation, habit, and perceived performance when adopting AI tools in education. Limitations include the lack of differentiation by academic fields and the potential for respondents to have limited experience with ChatGPT. Future research could explore the impact of ChatGPT on different academic disciplines and the role of social influence in its adoption.