Purpose – This study aims to explore how the Human Development Index (HDI) is associated with students’ perceived academic, personal and skill-development outcomes related to the integration of generative artificial intelligence, particularly ChatGPT, into higher education. From a knowledge management perspective, the research examines adaptive use of AI tools, structuring of information and support of autonomous learning in countries with varying development. Design/methodology/approach – The study draws on 11, 910 valid responses from the 2024 Global ChatGPT student survey, covering 58 countries. Based on 33 Likert-scale items, three reflective constructs were identified. To explore the relationships between HDI, usage intensity and perceived impacts, the analysis combined descriptive statistics, K-means clustering and a partial least squares structural equation modeling (PLS-SEM) mediation model. Findings – The regression analysis showed a weak but statistically significant negative correlation between HDI and perceived impacts: students from lower-HDI countries tended to view ChatGPT’s impacts more positively. The PLS-SEM results indicated that higher national development is associated with lower perceived academic, developmental and skill-related benefits. This relationship appears both direct and indirect, as students in more developed countries report using ChatGPT less frequently and less creatively for academic purposes. Practical implications – The findings highlight the need for context-sensitive, pedagogically grounded artificial intelligence strategies, particularly in highly developed countries and in the support of students from disadvantaged backgrounds. Originality/value – This study is among the first to examine how national development levels shape perceived ChatGPT impacts in higher education. By combining HDI, cluster analysis and mediation modeling, it offers a novel perspective on digital inequality.