The study aims to identify the significant challenging factors of using ChatGPT in the educational context. several researchers contributed theories and models for investigating the factors that lack the integrity of teachers and students in routine academic activities, On the other hand, ChatGPT-generated text responses might not hold always true explanations for a particular course content which can lead the learners to misconceptions about information understanding. The UTAUT model was applied to determine the influential challenging factors. For the quantitative approach, a survey questionnaire was devised to validate the research model and achieve research objectives. Fifty-one participants recorded initial responses for reliability analysis. All constructs had Cronbach's alpha significance coefficient greater than 0.7, ranging from 0.866 to 0.928. This study will contribute to teachers' perceptions towards ChatGPT as learners may become overly dependent on ChatGPT for academic tasks, leading to a decrease in critical thinking skills, creativity, and independent problem-solving abilities.