The current study aims to assess the factors that could affect students’ use of ChatGPT. The study proposed a theoretical model that included six factors. Data was collected from 518 students using a questionnaire. The data were analyzed using Structural Equation Modeling to identify the relationships and test the hypothesis. The findings revealed that performance expectancy and social trust significantly influenced students’ intentions to use ChatGPT. Contrary to expectations, both social influence and effort expectancy had insignificant effects. By elucidating the core factors affecting the utilization of ChatGPT, trust had a significant impact on the intention to use ChatGPT. Furthermore, trust mediates the relationship between perceived security and intention to use ChatGPT, this study can provide valuable insights for policymakers. Moreover, this study contributes to the existing literature by setting the foundation for future research seeking a deeper understanding of the factors influencing the use of other AI technologies in teaching and learning in Electronic Public Facilities.