Generative AI in higher education: Ethical and behavioral factors influencing students’ intentions to use ChatGPT

This study investigates the behavioral and ethical considerations shaping students’ adoption of ChatGPT for academic tasks, emphasizing the broader implications of Generative AI in higher education. By integrating the Fairness, Accountability, Transparency & Ethics in AI (FATE), the Technology Acceptance Model (TAM), the Theory of Planned Behavior (TPB), and the Unified Theory of Acceptance and Use of Technology (UTAUT), we developed and tested an integrated model using survey data from 344 students across four European countries, Estonia, Germany, Poland, and Romania, selected to capture diverse educational and digital contexts in Northern, Western, Central, and Eastern Europe. Our findings highlight that while ethical concerns shape trust, social influence and students' perceived control over their ability to use ChatGPT are stronger predictors of actual usage. We revealed that explainability and privacy are the strongest predictors of trust in ChatGPT, yet trust does not directly influence students’ intention to use it. Instead, trust significantly impacts perceived performance, suggesting that students evaluate ChatGPT’s reliability through its effectiveness rather than as a factor in adoption. From a behavioral perspective, social influence from university professors and perceived behavioral control emerges as key drivers of ChatGPT adoption. Finally, this research provides practical insights for educators and policymakers on promoting the adoption of generative AI tools in higher education by addressing opportunities, considering associated risks, and determining typical usage patterns among students.