## 2 Students and ChatGPT  
In this regard, artificial intelligence (AI) represents a field of particular interest, given its exponential growth and increasing integration into teaching and learning processes. Exploring students' attitudes and level of acceptance toward this technology in general, and ChatGPT in particular, not only helps to understand their disposition toward these technologies but is also essential for identifying necessary changes in AI education, the measures that should be adopted to optimize their training in this field, and the possibilities that, according to students, these technologies have for their incorporation into their educational activities. The incorporation of AI into education has been carried out under three paradigms: AI-directed, where the student is a recipient; AI-supported, where the student is a collaborator; and AI-empowered, where the student is a leader. In these three paradigms, AI techniques are used to address educational and learning problems in different ways. In paradigm one, AI is used to represent knowledge models and guide cognitive learning, while students act as recipients of AI services; in paradigm two, AI is used to support learning, while students collaborate with AI; in paradigm three, AI is used to empower learning, while students take the initiative to learn [21]. Numerous studies have shown that students exhibit positive attitudes and strong interest in the possibilities AI offers for their education as well as an increasing willingness to integrate these tools into their learning [16; 22; 23; 24; 25]. However, research results have sometimes been contradictory. Some studies indicate that AI use decreases students' academic performance [26], although this may be due to poor pedagogical planning by teachers or the unrestricted use of these tools by students without proper guidance. Nevertheless, studies showing positive performance outcomes outnumber those indicating negative results [27; 28]. Furthermore, research based on the application of the UTAUT model has highlighted that factors such as hedonic motivation, performance expectancy, effort expectancy, and social influence are key predictors of students' intention to use ChatGPT. In this regard, [PERSON] et al. [29] found that behavioral intention and facilitating conditions significantly influence the actual use of this tool. Similar findings were reported by [PERSON] [30], who observed that usage behavior has the most significant impact on behavioral intention, followed by performance expectancy and hedonic motivation. Additionally, behavioral intention significantly influences actual usage, being modulated by habit and facilitating conditions. Beyond individual psychological factors, broader contextual elements also shape students' adoption of ChatGPT. One significant determinant is the technological infrastructure available at different universities. Institutions equipped with high-speed internet, well-integrated AI platforms, and access to digital resources provide a more favorable environment for students to engage with AI tools. Conversely, limited digital infrastructure can hinder effective use, restricting students' exposure and potential benefits from ChatGPT. Network quality, accessibility, and system responsiveness significantly contribute to overall satisfaction and adoption rates, as highlighted by [PERSON] and [PERSON]. Moreover, accessibility across multiple devices--such as mobile phones, laptops, and tablets--further facilitates adoption, as noted by [PERSON] and [PERSON]. Cultural and social influences also play an important role in shaping students' willingness to engage with ChatGPT. [PERSON] et al. found that social influence from peers and academic circles is a significant predictor of behavioral intention, particularly among female students, who are more likely to use ChatGPT when encouraged by their social environment, as reported by [PERSON] et al.