With the rapid spread of Artificial Intelligence (AI) tools like ChatGPT, Microsoft Copilot, and Grammarly, the way college students handle academic tasks has changed drastically. Students rely more and more on AI-assisted systems for generating content, summarizing, developing ideas, refining language, and solving problems. These tools help students become more efficient and lessen their mental efforts, but the extent to which they affect students' thinking processes has not been sufficiently studied. Use of AI from a cognitive standpoint can help by developing cognitive readiness, that is, processing of information faster, strategic thinking, and awareness of one's own thinking or metacognition. However, if one becomes too dependent on them, one may experience cognitive fixation, reduced ability to think of different solutions, and passive learning patterns. The relationship between the management of tasks through AI and higher-order cognitive functions such as creativity, critical thinking, and self-regulated learning brings up very significant issues related to academic development and career preparedness in the long run. The purpose of this study is to empirically investigate how managing tasks with the help of AI affects students' creativity, learning effectiveness, and career readiness through primary data gathered from college students. The study attempts to make a theoretical and empirical contribution to the changing literature on AI and education in India by merging technology adoption behavior and cognitive theory.