Abstract
The rapid expansion of generative artificial intelligence (AI) in Vietnam's higher education system poses major challenges in balancing opportunities for innovation with ethical risks, requiring approaches that go beyond traditional technology-acceptance models that often overlook psychological depth. To address this gap, the present study integrates emotional intelligence as a key antecedent variable and examines the moderating role of students' concerns about AI. The results of the quantitative analysis confirm that emotional intelligence plays a strong catalytic role by enhancing perceptions of intelligence, perceived usefulness, and actual usage behavior. Notably, the study identifies a “usefulness paradox,” whereby students' concerns about the negative consequences of AI significantly weaken the effects of perceived usefulness and habitual use on their continuance intention. Thus, the findings suggest that ensuring sustainable technology adoption requires addressing psychological barriers and learners' concerns as much as improving technical utility.