With the rapid advancement of artificial intelligence (AI) technologies, generative AI software like ChatGPT is playing an increasingly significant role in higher education. This study aims to identify the role of ChatGPT as an emerging technology in university learning in the generative AI era by analyzing students’ usage patterns, perceptions, concerns, and its impact on their educational experience and individual skills. The researchers adopted a descriptive methodology. The study sample included 389 students enrolled in the mathematics course during the Summer 2025 program at the A’Sharqiyah University. The research instrument was a questionnaire developed specifically for this purpose. The results indicated that the role of ChatGPT as an emerging technology in university learning was significant. Student perceptions of its use were diverse: some reported direct use or a willingness to integrate it in the future, while others expressed ethical concerns regarding academic dishonesty or over-reliance on the tool. ChatGPT contributed to enhancing self-confidence, digital competence, and improving academic performance, but it may also limit social interaction and collaboration skills. The findings indicated no statistically significant differences in student responses based on year of study, or college concerning the role of ChatGPT in university learning. But The findings indicated statistically significant differences in student responses based on gender in favor of females. The study recommends the ethical and responsible integration of ChatGPT technologies in university learning, enhancing faculty supervision, leveraging its academic potential, preserving social interaction, and encouraging experimental research to extract best global practices and adapt them locally.