Teachers’ attitudes significantly impact technology integration in teaching and learning and are seen as the main barriers to successful integration in education. This study examines the attitudes of 211 school teachers and higher education lecturers towards using ChatGPT in Israel’s education system, before official guidelines were established. The research explores educators’ perspectives and future usage intentions. Significant differences emerged between school teachers and lecturers: Teachers had more positive views on “pedagogical benefit” and “learners’ enjoyment” aspects, lecturers tended to support the application’s “usage value”. Women supported the need to restrict implementation more strongly than men, while men highlighted pedagogical benefits more than women. A significant positive correlation was found between positive implementation attitudes and future usage intentions. A significant negative correlation was found between the perceived usage risks and intended future use. This study contributes to understanding educators’ perspectives on AI integration in education, highlighting the complex interplay of factors influencing technology adoption in teaching and learning.