The rapid integration of generative artificial intelligence into higher education has sparked contrasting reactions, ranging from technological enthusiasm to ethical concerns. This study aims to qualitatively and interpretatively examine higher education students’ attitudes towards using ChatGPT in academic settings. Based on semi-structured interviews with a diverse sample of students and an in-depth semantic analysis of the transcripts, fourteen key variables were identified and grouped into three overarching dimensions: techno-cognitive, academic-pragmatic, and axiological-ethical. The findings reveal ambivalent attitudes shaped by the lack of institutional regulation, performance-driven logic, and individual moral frameworks. This research proposes a conceptual model that expands traditional technology acceptance frameworks by incorporating normative, emotional, and identity-based dimensions. Beyond its empirical contribution, the study underscores the urgency of implementing a critical and ethically grounded pedagogical framework for using AI in higher education.
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