ChatGPT, an advanced generative AI language model, has rapidly emerged as a transformative tool in education. This study explores the key determinants influencing the continuance intention of digitally native Gen Z students in higher education to engage with ChatGPT 4o. Employing the Expectation-Confirmation Model (ECM), the study examines the roles of satisfaction (SAT), confirmation (CON), and perceived usefulness (PU) in influencing ChatGPT 4o sustained usage. Data was collected from 350 students across private and public Indian higher educational institutions (HEIs) and analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) via SmartPLS 4.1.0.6. The findings highlight SAT as the most critical determinant, underscoring its pivotal role in fostering engagement with ChatGPT 4o services. Additionally, CON and PU significantly influence continuance intention, emphasizing the importance of meeting user expectations and ensuring functional utility. This study offers actionable insights for educators, developers, and policymakers, aiming to optimize responsible generative AI adoption in education.
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