Following the unprecedented military attacks on Kuwait that have started in February 2026, the educational sector, along with other systems, have been compelled to implement swift emergency measures to maintain continuity. As a result, classes and examinations have transitioned to an online format. Throughout this challenging period, students have adapted by utilizing advanced Generative Artificial Intelligence (GenAI) tools to complete their coursework. This adaptation not only demonstrated the education system’s resilience but also underscored the evolving role of technology in academic processes. This study explores the adoption of GenAI tools among students at Kuwait University through an extended Technology Acceptance Model (TAM) that incorporates ethical factors. A cross-sectional online survey was conducted, gathering 390 responses with majority from undergraduate students in their first two years across various colleges. Quantitative analyses have confirmed the core TAM relationships, showing that both perceived ease of use and perceived usefulness positively influenced students’ attitudes toward using GenAI tools. These attitudes, in turn, shaped behavioral intentions and ultimately led to actual use of the tools. Further mediation analysis revealed that students’ personal norms fully mediate the relationship between ethical awareness of consequences and attitudes toward using GenAI tools. Most importantly, ethical awareness affects the adoption of GenAI tools indirectly via personal norms. The implications of this study contribute to both theoretical understanding and practical application of AI adoption in higher education, particularly during periods of crisis. The findings offer valuable insights for policymakers and academic lecturers aiming to integrate GenAI tools into learning environments.