Generative Artificial intelligence (GenAI) is increasingly becoming fundamental to educational systems. Several studies have confirmed GenAI’s significant role in education and explored teachers’ readiness and perceptions toward its integration. However, there is insufficient literature on factors influencing students’ readiness to utilize GenAI tools in higher education. This study investigates factors that influence students’ readiness to use GenAI tools in academic contexts in Saudi Arabia. Data was collected from undergraduate male and female students from two private universities in Saudi Arabia from different majors, educational levels, and different age groups. The study assessed factors such as performance expectancy, effort expectancy, facilitating condition, attitude, and behavioral intention. The results show that respondents demonstrated a moderate overall readiness to utilize GenAI. Moreover, among all the influencing factors, attitude and behavioral intentions were reported as significant factors that influence the utilization of GenAI. Also, no significant correlations were found between the controlled variable and readiness. This significant finding might shed light on the significant role of institutions, syllabi designers, and faculty members in the success of utilizing GenAI tools in higher education.