Purpose: The adoption and usage of generative artificial intelligence tools like Chat Generative Pre-Trained Transformer (ChatGPT) in academia is the subject of increasing research interest. This study investigates the factors influencing the intention, usage and recommendation of ChatGPT among university students by employing the stimulus-organism-behavior-consequence (SOBC) framework. Design/methodology/approach: The proposed research model was validated by employing the partial least squares structural equation modeling (PLS-SEM) approach using 249 university students. Findings: The study revealed that intention to use and usage behavior of ChatGPT among university students are highly influenced by perceived usefulness, initial trust, personal innovativeness and availability of information and support. Similarly, the study found a sequence of significant positive relationships among intention to use, actual use and likelihood of recommending the technology to others. However, the results showed that the impact of perceived ease of use and social influence on behavioral intention was not found to be significant predictors of intention to use ChatGPT in academic settings. Practical implications: The research findings offer a number of benefits for educational institutions and technology developers regarding students' perceptions of ChatGPT and its academic applications. Eventually, the findings will encourage AI technology developers to enhance the quality and design of their solutions. Additionally, it helps educators in designing the AI governance framework to promote the ethical and transparent use of AI in academic environments. Originality/value: This study contributes to the expanding body of technology adoption research and offers an integrated theoretical framework for comprehending the adoption and usage of ChatGPT in academic settings.