The development of Artificial Intelligence (AI) technology has had a significant impact on the world of education, particularly with the emerging of chatbots such as ChatGPT. This study aims to analyse the factors that influence the intention in utilising ChatGPT as a supporting tool for lectures through the lense of Social Cognitive Theory (SCT) perspective. This study used a survey method with a total of 214 respondents, in which after validation and filtration process, 188 valid respondents were obtained. The data were analysed using the Structural Equation Modelling (SEM) method with the SmartPLS application to test the relationship among research variables. The results of the analysis indicate that factors such as Perceived Ease of Use, Perceived Usefulness, Perceived Intelligence, Peer Influence, External Influence, Outcome Expectation, and AI Self-efficacy have significant influence on the Adoption Intention in utilising ChatGPT. However, aspect such as Critical Mass has no effect on Subjective Norm, and Subjective Norm does not directly affect Adoption Intention. These findings confirm that aspects of ease, perceived benefits, and social factors play an important role in strengthening the adoption of ChatGPT in the academic environment. The implications of this Study provide insights for educational technology developers and academic institutions in optimizing the implementation of chatbots to support interactive learning. © 2025 IEEE.