ObjectiveTo examine the acceptance and influencing factors of brain-computer interface (BCI) technology among Chinese college students based on the extended Unified Theory of Acceptance and Use of Technology (UTAUT) model.MethodsA questionnaire survey was administered to 800 students recruited from 10 universities across eastern, central, and western China using a convergent mixed-methods design. Additionally, 40 students were selected for semi-structured in-depth interviews. We analyzed the quantitative data using partial least squares structural equation modeling (PLS-SEM) and the qualitative data using thematic analysis.ResultsTeacher support (β = 0.337, p < 0.001), personal innovativeness (β = 0.219, p < 0.001), and effort expectancy (β = 0.156, p < 0.001) were positively associated with behavioral intention, while social influence showed a smaller, marginally significant association (β = 0.121, p = 0.049). Neither performance expectancy nor facilitating conditions turned out to be significant predictors, and neuroethical concerns did not reach significance either (β = −0.044). The model still accounted for a substantial 62.6% of the variance in behavioral intention (R2 = 0.626). On the qualitative side, four broad barrier categories emerged from the data: privacy anxiety, technological unfamiliarity, insufficient institutional readiness, and the absence of ethical review.ConclusionThe findings reveal that BCI technology acceptance follows a distinct psychological mechanism from traditional IT. Teacher support, rather than performance expectancy, emerges as the strongest predictor. Four main barriers were identified: privacy anxiety, technological unfamiliarity, insufficient institutional readiness, and the absence of ethical review. The study expands the UTAUT framework for neurotechnology applications in higher education and provides evidence-based recommendations for implementation.