Abstract
Abstract The rapid spread of ChatGPT in higher education has created growing pressure on institutions to respond to generative AI in ways that are both educationally meaningful and institutionally responsible. Although existing research increasingly shows that ChatGPT can support student learning and academic performance, these benefits are not automatic and depend on how the tool is used and guided. At the same time, current literature on ChatGPT integration remains fragmented, with most studies focusing separately on pedagogical adaptation, policy and governance, or technology adoption. This study addresses this gap by proposing a conceptual 5D framework for ChatGPT integration in higher education. The framework was developed through literature synthesis and theoretical grounding, drawing on UTAUT, TPACK, Bloom’s Taxonomy, TIM, Innovation Resistance Theory, Responsible AI Governance, and the PDCA continuous improvement model. The proposed framework includes five connected dimensions: Readiness, Pedagogical Integration, Change and Resistance, Governance and Policy, and Monitoring and Improvement. The main contribution of the study is to organize these dimensions into one coherent institution-level framework rather than treating them as separate responses. The framework offers a structured way to understand ChatGPT integration as a broader institutional process that requires preparation, educational alignment, policy direction, support during implementation, and ongoing review over time.