The growing adoption of generative artificial intelligence in higher education has created new opportunities for supporting students’ learning practices and academic productivity. This study examines ChatGPT usage and students’ perceptions of its contribution to study habits and academic productivity among management students at a private university in Vijayawada, Andhra Pradesh, India. A quantitative, descriptive, cross-sectional research design was employed, using primary data collected through a structured online questionnaire from 56 students. The responses were analysed using frequencies and percentages. The findings indicate that ChatGPT was used frequently for academic purposes, particularly for understanding difficult concepts (67.9%), examination preparation (66.1%), and summarising study materials (64.3%). Regarding perceived benefits, 91.1% of respondents agreed or strongly agreed that ChatGPT helped clarify doubts, while 92.9% reported that it helped them complete assignments within deadlines. Overall, 85.7% reported a positive or very positive impact on academic performance, and 89.3% perceived moderate or significant improvement in academic productivity. However, 62.5% agreed or strongly agreed that they relied more on ChatGPT than on traditional academic resources, highlighting the importance of balanced and critical use. The study concludes that respondents generally perceived ChatGPT as a useful supplementary academic resource for learning support and task completion. Nevertheless, the findings reflect self-reported perceptions and cannot establish causal effects or objectively verified improvements in academic achievement. The study offers institution-specific insights into students’ experiences and highlights the need to promote responsible AI use alongside independent learning and critical evaluation of information.