This study explored the extent to which students use ChatGPT to support learning and gain unfair academic advantages, as well as whether such usage varies across demographic profiles. Using a cross-sectional quantitative design, data were gathered from 979 tertiary-level students through an online survey. Results indicate that tertiary-level students generally use ChatGPT at moderate levels to support their learning, with no significant differences observed across year levels and socio-economic class. However, significant differences were found across schools, with students from technology-related disciplines reporting higher engagement. In terms of misuse, upper-year students and those from the School of Computer Studies were more likely to report inappropriate use of ChatGPT for academic tasks. Higher academic institutions are encouraged to develop clear policies outlining the appropriate and inappropriate uses of AI tools. As technology continues to transform education, students must understand the ethical boundaries of AI use and uphold academic integrity at all times.