As　technology　continues　to　advance,　the　integration　of　generative　artificial　intelligence　tools　in　various　sectors,　including　education,　has　gained　momentum.　ChatGPT,　an　extensively　recognized　language　model　created　by　OpenAI,　has　gained　significant　importance,　particularly　in　education.　This　study　investigates　the　awareness,　acceptance,　and　adoption　of　ChatGPT,　a　state-of-the-art　language　model　developed　by　OpenAI,　in　higher　education　institutions　across　China.　This　study　applies　the　partial　least　squares　structural　equation　modeling　(PLS-SEM)　method　for　examining　data　collected　from　320　Chinese　university　students.　The　study＇s　conceptual　framework　integrates　key　determinants　from　the　Technology　Acceptance　Model　(TAM)　and　extends　it　by　incorporating　perceived　intelligence　as　a　critical　factor　in　the　adoption　process.　The　study　findings　reveal　that　ChatGPT　awareness　significantly　influences　the　intention　to　adopt　ChatGPT.　Perceived　ease　of　use,　usefulness,　and　intelligence　significantly　mediate　the　association　between　ChatGPT　awareness　and　adoption　intention　of　ChatGPT.　Additionally,　perceived　trust　significantly　moderates　the　relationship　between　ChatGPT　awareness　and　perceived　ease　of　use,　usefulness,　and　intelligence.　Moving　forward,　in　order　to　maintain　students＇　critical　thinking　skills　and　inventiveness　in　their　assessment　writing,　assessments　must　promote　the　safe　use　of　ChatGPT.　Therefore,　educators　will　be　crucial　in　ensuring　that　artificial　intelligence　tools　are　used　in　assessments　ethically　and　suitably　by　providing　clear　guidelines　and　instructions.