The rapid adoption of artificial intelligence (AI) tools in higher education has raised important questions about their influence on students’ academic outcomes. However, limited research has examined how students’ cognitive characteristics, particularly critical thinking, shape the academic benefits of ChatGPT use. Addressing this limitation, the present study examined the relationships among ChatGPT use, academic performance, and critical thinking, and whether critical thinking moderates these relationships among university students. Using a cross-sectional survey design, data were collected from 300 undergraduate students at the University of XYZ via convenience sampling. Participants completed the ChatGPT Use Scale, the Academic Performance Scale, and the Critical Thinking Questionnaire. Descriptive statistics, Pearson correlations, hierarchical regression, moderation analysis, and independent-samples t tests were conducted. Results showed that ChatGPT use, academic performance, and critical thinking were positively correlated. Critical thinking significantly moderated the relationship between ChatGPT use and academic performance, such that the positive association between ChatGPT use and academic performance became weaker as students’ critical thinking increased. Gender differences were also observed, with boys reporting higher scores on ChatGPT use and academic performance than girls. Implications for AI integration in higher education and directions for future research are discussed.