Background: The incorporation of artificial intelligence (AI), particularly OpenAI's ChatGPT, in higher education, has sparked substantial discourse since its introduction. AI's transformative role in higher education is largely recognized. Despite its potential to revolutionize the pedagogical field, its application raises several concerns. This research seeks to shed light on the dynamics of ChatGPT use in higher education, contributing to the dialogue surrounding AI's educational implications.

Purpose: The analysis of the factors influencing ChatGPTs’ adoption, perception, and its effect on learning experience to help the higher education sector deal with challenges and opportunities presented by the chatbot.

Method: The study is conducted on a constructivist-interpretivist ground, employing a qualitative, observation-based, exploratory cross-sectional case study. Semi-structured interviews, based on the UTAUT 2 model, are used as the primary data collection method. Thematic analysis was used to analyze the data and create themes, which combined with an abductive approach helped derive broader meaning and implications.

Conclusion: Through a trichotomous model, the researchers have identified the primary factors contributing to ChatGPT adoption, its´ role in the post-adoption period, students’ perspectives on the tool and its future integration, as well as what they perceive the role of the educators is in this evolved landscape, and identifying main psychosocial effects the AI tool has on its users. The results highlight the importance of informed decision making, taking a balanced approach to2assimilating ChatGPT into education, paying attention not only to technical benefits but also to impacts on the learner. Suggestions to extend the UTAUT2 model are made. Avenues for further research are opened by the limitations of this study, and by the interplay of the segments in the tri-part model.