This study explores the relationship between digital literacy levels and using ChatGPT as a learning support tool among college students. The main objective was to determine whether college students’ digital literacy levels correlate with their usage of ChatGPT for academic purposes. A cross-sectional correlational quantitative design was employed, utilizing a four-part survey questionnaire to gather data from a total of 979 college students. Descriptive statistics and Spearman’s rho correlation analysis were utilized to analyze the data. The results revealed a moderate positive correlation between digital literacy levels and ChatGPT usage, indicating that college students with higher digital literacy levels tend to use ChatGPT more frequently to support their learning. However, while most students exhibited average to high digital literacy levels, there is still a small percentage of students who demonstrated low or very low levels. These findings underscore the need for higher education institutions to implement structured programs aimed at improving digital literacy across students, faculty, and administrators. Moreover, by fostering responsible use of AI tools like ChatGPT, institutions can better prepare students for academic success in a technology-driven learning environment.