This study investigates the factors influencing the acceptance and use of ChatGPT among university students in higher education. Using the UTAUT model, the research analyzed data from 293 students across six universities in Indonesia. Structural Equation Modeling (SEM) was employed to examine the relationships between variables such as Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions with Behavioral Intention and User Behavior regarding ChatGPT. The findings reveal significant correlations between these variables and their impact on students' acceptance and usage of ChatGPT. The study highlights the importance of psychosocial factors in shaping student behavior and emphasizes the need for higher education institutions to develop strategies for integrating AI technology effectively. The results suggest that performance expectations, effort expectations, social influence, and facilitating conditions significantly influence students' behavioral intentions and actual use of ChatGPT. Additionally, behavioral intention is strongly linked to user behavior. The study contributes to the understanding of factors affecting AI technology adoption in higher education and provides insights for educators and developers to enhance the integration of ChatGPT in academic settings. Future research should explore contextual factors that may affect AI technology adoption in higher education. The study also addresses ethical and social implications of ChatGPT use, including data privacy, security, and equitable access. The research underscores the need for further studies to improve the generalizability of findings and to develop more comprehensive strategies for AI technology integration in higher education.This study investigates the factors influencing the acceptance and use of ChatGPT among university students in higher education. Using the UTAUT model, the research analyzed data from 293 students across six universities in Indonesia. Structural Equation Modeling (SEM) was employed to examine the relationships between variables such as Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions with Behavioral Intention and User Behavior regarding ChatGPT. The findings reveal significant correlations between these variables and their impact on students' acceptance and usage of ChatGPT. The study highlights the importance of psychosocial factors in shaping student behavior and emphasizes the need for higher education institutions to develop strategies for integrating AI technology effectively. The results suggest that performance expectations, effort expectations, social influence, and facilitating conditions significantly influence students' behavioral intentions and actual use of ChatGPT. Additionally, behavioral intention is strongly linked to user behavior. The study contributes to the understanding of factors affecting AI technology adoption in higher education and provides insights for educators and developers to enhance the integration of ChatGPT in academic settings. Future research should explore contextual factors that may affect AI technology adoption in higher education. The study also addresses ethical and social implications of ChatGPT use, including data privacy, security, and equitable access. The research underscores the need for further studies to improve the generalizability of findings and to develop more comprehensive strategies for AI technology integration in higher education.