This study investigates senior high school students’ attitudes toward using ChatGPT as an educational tool, utilizing a quantitative design with the Attitudes Toward the Use of ChatGPT (ATUC) scale to measure affective, cognitive, and behavioral responses. Results indicate a generally positive reception of ChatGPT, particularly in behavioral aspects, suggesting a strong willingness to use it for learning. There were no significant gender differences in attitudes, challenging traditional views on technology use in education. The study found weak correlations among attitudes’ emotional, cognitive, and behavioral components, indicating these dimensions may operate independently. Overall, the findings highlight the potential of AI like ChatGPT in education while suggesting that implementation strategies should be inclusive and consider factors beyond gender and specific attitude components.