The revolutionary breakthrough of ChatGPT has significantly impacted various fields, including education. To produce maximum benefit in education from this innovative technology, it should be properly integrated into educational settings to create effective ways for learning while paying attention to ethical considerations. Understanding students' use and opinions of ChatGPT for educational purposes can provide valuable insight for practitioners and researchers to establish best practices for its proper adoption. In this regard, the aim of this study is to examine the attitudes and perspectives of university students toward using ChatGPT in their courses. A survey was conducted with 88 students from a Turkish state university. The hypotheses were constructed based on the Technology Acceptance Model (TAM). Partial-Least-Square-Structural-Equation Model (PLS-SEM) was used to analyze the research hypotheses and confirm the research model. The findings of the study demonstrate that students mostly have a positive attitude toward using ChatGPT in education, affected by emotions, privacy concerns, and social influence. However, they also have ethical concerns about the way ChatGPT is used in classes and about the potential negative impacts of ChatGPT on creativity and productivity. The findings of this study have significant implications for re-considering traditional educational settings in light of contemporary technological advancements.