## 5 Conclusions  
The adoption of ChatGPT in higher education holds significant potential for transforming teaching and learning processes. This narrative review has synthesized the findings from various empirical studies, highlighting the key factors influencing the acceptance and utilization of ChatGPT among students and educators. The review identifies several confirmed factors, such as perceived usefulness, perceived ease of use, trust, social influence, and facilitating conditions, which play crucial roles in driving the adoption of ChatGPT. Conversely, it also points out unconfirmed factors like demographic characteristics, extrinsic motivation, and technology readiness, which exhibit inconsistent impacts across different studies.  
From a theoretical perspective, the review underscores the need for refining the existing technology acceptance models to incorporate a broader range of psychological and contextual factors. Integrating intrinsic motivation and self-determination theories can provide a more comprehensive understanding of the motivational drivers behind ChatGPT adoption. Adopting a systems thinking approach can help to capture the complex interactions between trust, privacy, security, and other constructs in the adoption process.  
Practically, educational institutions should focus on enhancing the perceived usefulness and ease of use of ChatGPT through comprehensive training and robust technical support. Building trust by addressing privacy concerns and ensuring the reliability of the technology is essential. Leveraging social influence and providing a supportive environment for peer usage can further drive adoption. Ensuring the necessary technical infrastructure and integrating ChatGPT into existing educational platforms are critical steps for facilitating seamless adoption.  
While this narrative review provides valuable insights into the factors influencing ChatGPT adoption in higher education, several limitations should be acknowledged. First, the narrative review methodology, which relies on synthesizing findings from existing studies, may introduce a selection bias. The review depends on the availability and accessibility of published research, which may exclude relevant studies that were not accessible or published in other languages.  
Second, the review's reliance on published empirical studies is constrained by their quality and scope. Variations in the research design, sample sizes, and methodological approaches across different studies can affect the consistency and generalizability of the findings synthesized in this review.  
Third, this review primarily focused on studies published in English, which may overlook valuable insights from research conducted in other languages. This language bias could limit the comprehensiveness of the review and its applicability to non-English-speaking educational contexts.  
Fourth, the narrative synthesis approach does not allow for meta-analytic techniques that could provide more precise estimates of effect sizes and the strength of the relationships between variables. Future reviews could benefit from employing meta-analytic methods to quantify these relationships rigorously.  
The findings from this review provide important insights that may guide the integration of ChatGPT in educational settings. However, further research is required to determine its impact on learning outcomes and educational innovation.  
This research was supported by Zayed University RIF grant activity code R22085.  
Not applicable.