<![CDATA[This research aims to identify the key factors that affect accounting students’ intention to adopt and the actual usage of Large Langauge Models (LLMs), including ChatGPT, in academic contexts. It also addresses ethical concerns that may arise from their use. Using a quantitative design, data were collected through an online survey involving 302 students from various universities in the Greater Jakarta area who had prior experience using LLMs. This research aims to address the gap in literature on AI-based technology acceptance within the accounting field by extending the Technology Acceptance Model (TAM) with trust and academic ethics. The study offers a theoretical contribution by deepening insights into technology acceptance within accounting education and a practical contribution by emphasizing the integration of ethical considerations in the use of LLMs in higher education. The study focuses on key constructs including perceived ease of use, perceived usefulness, trust, academic ethics, behavioral intention, and actual usage behavior. Data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique via SmartPLS 4 software. The results show that all examined factors positively influence students’ intention to use LLMs, with perceived usefulness stands out as the most significant driver. Furthermore, behavioral intention significantly predicts actual use, suggesting that students who see practical value in these tools are more likely to adopt them in their learning routines. What sets this research apart is its integration of motivational and ethical dimensions in examining technology acceptance within accounting education.]]>
