The emergence of large language models such as Chat Generative Pretrained Transformer (GPT) has resulted in a paradigm shift in the education space. GPT, released by OpenAI, can generate suitable responses to human input text in a conversational style, making it attractive for laborious written tasks, such as summarizing and responding to questions in higher education institutions. While several studies reveal the real implementations of GPT in higher education institutions, a comprehensive examination of its potential at the micro and macro levels of higher education is lacking. To address this gap, the researchers of this study examined the potential capabilities of GPT through three lenses: student-facing, teacher-facing, and system-facing tools. The purpose of this study is to provide a robust and nuanced understanding of the appropriateness of GPT’s use among stakeholders, such as educators, administrators, and students in higher education. Finally, the study presents a set of applicable recommendations for future researchers.