This study investigates the knowledge, attitudes, and practices (KAP) of Chat Generative Pre-Trained Transformer (ChatGPT) among academics working in the field of educational science in Türkiye. Employing a mixed-methods research design, the study aimed to explore both quantitative and qualitative aspects of academics' interactions with ChatGPT. In the quantitative phase, 396 academics completed the "KAP-C Questionnaire" (Knowledge, Attitude, and Practice Regarding the Educational Use of ChatGPT) to determine their perceptions and behaviors concerning ChatGPT. The findings revealed diverse perceptions among academics regarding ChatGPT's capabilities in educational settings, alongside ethical concerns. Statistical analysis indicated that gender and prior technology training did not significantly influence their attitudes (p > 0.05). However, significant differences were found based on years of work experience, favoring those with 21 or more years of experience (p < 0.05). The qualitative phase involved semi-structured interviews with two groups: 23 academics demonstrating high ChatGPT usage and 16 with low usage. Qualitative data highlighted perceived benefits such as efficiency, creativity enhancement, and improved information access facilitated by ChatGPT. Despite these advantages, concerns about reliability, accuracy, and ethical implications were prominent among academics. The study identified multiple uses of ChatGPT including education, information retrieval, idea generation, and productivity enhancement. Challenges such as usability issues and concerns about language and information quality underscored the need for improving ChatGPT's reliability and usability in academic settings. This research contributes to understanding the complex attitudes towards and usage patterns of ChatGPT among academics in Türkiye, shedding light on both its potentials and challenges in educational contexts.