<p>The increasing use of generative AI chatbots, such as ChatGPT, in higher education has contributed to a growing number of studies investigating the factors influencing the acceptance and use of the tool. Technology acceptance models (TAM) offer a robust framework for analyzing learners’ interactions with ChatGPT, providing insights into the motivations and barriers related to its adoption. As ChatGPT continues to transform the educational landscape by reshaping how students seek academic help, generate ideas, and engage with content, it has become imperative to gain a comprehensive understanding of the factors affecting learners’ acceptance and use of the tool, based on which instructors can promote the ethical and responsible use of ChatGPT among students. This systematic literature review examined 54 empirical studies that explored the acceptance and use of ChatGPT by students in higher education settings and summarized how key variables affect learners’ behavioral intention and use behavior. This study emphasizes the need for future studies to involve more diverse participant populations, adopt longitudinal designs, and incorporate cultural and contextual factors to enhance the depth, relevance, and generalizability of findings.</p>