<p>This study examines the associations between time, environmental patterns, and psychosocial factors and students’ use of ChatGPT in learning, employing a pre-test post-test two-way equivalent group design. The research involved 260 Teacher Training students (170 males, 90 females) from a population of 740 across eight Teacher Training Colleges in three regions of Ghana, selected through stratified random sampling to ensure diverse representation. Data were analyzed using descriptive statistics and three-way ANOVA techniques. The findings revealed that: (a) changes in time, psychosocial factors, and environmental patterns were significantly associated with variations in technology integration, (b) significant interaction effects were observed between time and psychosocial factors, psychosocial factors and environmental patterns, as well as among all three variables combined, and (c) no significant interaction effect was found between changes in time and environmental patterns. These results suggest a complex relationship among individual and environmental factors in students’ adoption of AI-driven learning tools. To support effective technology integration, educators should consider structured AI-based instructional strategies, provide targeted professional development, and foster adaptive learning environments that consider students’ psychosocial needs. Policymakers should establish digital literacy programs, improve infrastructure, and develop regulatory frameworks to ensure equitable access to AI-driven education. Future research should explore longitudinal impacts and refine AI adoption models to enhance sustainable and inclusive learning outcomes.</p>