This study explores the perceptions of higher education students towards the use of ChatGPT in academic settings. A survey was conducted with 162 participants from various academic programs, including undergraduate, postgraduate, and doctoral students. The findings indicate a generally positive perception of ChatGPT's academic applications, its benefits, limitations, acceptance factors, and ethical concerns. However, no significant differences were found in perceptions based on gender, academic program, or stream of education. ChatGPT is widely used for academic purposes such as homework, writing assistance, problem-solving, test preparation, data analysis, and research support. Students perceive ChatGPT as a useful tool for saving time, improving learning, and enhancing writing skills. However, concerns regarding plagiarism, academic integrity, and the potential for over-reliance on the tool are also noted. The study identifies several factors influencing the acceptance of ChatGPT, including ease of use, cost-effectiveness, perceived usefulness, and peer recommendations. Students generally view ChatGPT as a helpful tool for learning, but there are concerns about its reliability and the potential negative impact on creativity and critical thinking. Ethical concerns related to ChatGPT usage include the risk of plagiarism, unfairness in academic assessments, and the potential for addiction. The study also highlights the need for responsible use of ChatGPT, emphasizing the importance of proper citation and ethical guidelines to maintain academic integrity. The study concludes that while ChatGPT has significant potential in education, its use must be carefully managed to ensure it supports rather than undermines academic standards. Institutions should develop strategies to integrate ChatGPT effectively, focusing on its benefits while addressing its limitations and ethical concerns. Further research is needed to monitor the long-term impact of ChatGPT on higher education.This study explores the perceptions of higher education students towards the use of ChatGPT in academic settings. A survey was conducted with 162 participants from various academic programs, including undergraduate, postgraduate, and doctoral students. The findings indicate a generally positive perception of ChatGPT's academic applications, its benefits, limitations, acceptance factors, and ethical concerns. However, no significant differences were found in perceptions based on gender, academic program, or stream of education. ChatGPT is widely used for academic purposes such as homework, writing assistance, problem-solving, test preparation, data analysis, and research support. Students perceive ChatGPT as a useful tool for saving time, improving learning, and enhancing writing skills. However, concerns regarding plagiarism, academic integrity, and the potential for over-reliance on the tool are also noted. The study identifies several factors influencing the acceptance of ChatGPT, including ease of use, cost-effectiveness, perceived usefulness, and peer recommendations. Students generally view ChatGPT as a helpful tool for learning, but there are concerns about its reliability and the potential negative impact on creativity and critical thinking. Ethical concerns related to ChatGPT usage include the risk of plagiarism, unfairness in academic assessments, and the potential for addiction. The study also highlights the need for responsible use of ChatGPT, emphasizing the importance of proper citation and ethical guidelines to maintain academic integrity. The study concludes that while ChatGPT has significant potential in education, its use must be carefully managed to ensure it supports rather than undermines academic standards. Institutions should develop strategies to integrate ChatGPT effectively, focusing on its benefits while addressing its limitations and ethical concerns. Further research is needed to monitor the long-term impact of ChatGPT on higher education.