The rapid development of generative artificial intelligence, particularly ChatGPT, is producing significant changes in how university students in Vietnam seek information and execute academic tasks. In this context, this study aims to identify and measure the factors influencing students’ intention to use ChatGPT for academic purposes. Based on aspects related to perceived value, technological accessibility, social environment, support resources, trust, AI proficiency, technology-related behavior, and risk perception, the study proposes examining eight factors: perceived usefulness, perceived ease of use, social influence, favorable conditions, trust in ChatGPT, AI proficiency, technology usage habits, and perceived risk. These factors are expected to have varying degrees and directions of impact on students’ intention to use ChatGPT. The study used a mixed method of combining qualitative and quantitative research to both identify, refine factors and scales suited to the context of Vietnamese students, and to empirically test the relationships between these factors and the intention to use ChatGPT. The study results are expected to clarify the driving forces and barriers regarding the use of ChatGPT in learning. In this way, the application of ChatGPT in education can be promoted to support learning and enhance learner capabilities, while simultaneously safeguarding independent thinking and upholding principles of academic integrity.