Advanced AI models, like ChatGPT, offer significant innovation potential in higher education. Their ability to adapt learning to users’ individual needs results in improvements in performance, engagement and self-efficacy contributing to a deeper understanding of the topics covered. The use of chatbots in learning is pushing the scientific community to examine the potential and also the relative risks of these tools. This study aims to preliminarily investigate the level of knowledge and propensity to use ChatGPT to understand the key factors influencing the adoption of these tools among university students. A semi-structured questionnaire was administered to over 300 students at the University of Salerno (Italy), involving various faculties to explore how the field of study influences interest in using ChatGPT. The results will allow profiling of students based on the variables examined, revealing their level of knowledge and attitude towards using ChatGPT for educational purposes. This research, involving students from humanities and scientific disciplines, underscores their crucial role in shaping the future of educational technologies. Practical and theoretical implications could lead to more effective and personalized forms of learning, revolutionizing the education and learning sector.