Aug 2026· Journal of Intelligent Decision Making and Information Science· 0 citations· 26 references
TL;DR
The findings indicate that access to and use of AI tools do not necessarily develop alongside confidence, meaningful engagement, and ethical understanding, and the need for AI literacy initiatives that combine practical skills with critical evaluation, appropriate disclosure, verification of generated information, and student accountability in AI-assisted academic work.
Abstract
This study examined university students’ use of generative artificial intelligence (AI) in relation to engagement, confidence, ethical awareness, and perceived academic value. A descriptive-quantitative, cross-sectional design was employed, involving 380 students from 11 colleges of a Philippine state university. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Students reported using AI-assisted applications primarily for research, summarization, writing, and editing, with ChatGPT, QuillBot, and Grammarly among the most frequently reported tools. Confidence in independent AI use was concentrated in the moderate and lower categories, while perceptions of AI-supported engagement were neutral overall. Ethical awareness was uneven: students showed stronger recognition of familiar concerns involving copyright and unethical academic use but greater uncertainty regarding the broader meaning of ethical AI use in education. Taken together, the findings indicate that access to and use of AI tools do not necessarily develop alongside confidence, meaningful engagement, and ethical understanding. The study highlights the need for AI literacy initiatives that combine practical skills with critical evaluation, appropriate disclosure, verification of generated information, and student accountability in AI-assisted academic work.
The findings suggest that while students possess foundational knowledge and ethical awareness regarding GenAI use, gaps remain in translating awareness into consistently responsible practices, which underscores the need for comprehensive AI literacy programs, explicit institutional guidelines, and ethics-focused educational interventions.
Christianne Mae R. Rivas, Mardie E. Bucjan· International journal of res...· 0 citations
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 0 citations
This study explored the perceptions of 80 first-year college students regarding the use of artificial intelligence as a learning tool in Purposive Communication. Using a mixed-methods approach, the research integrated quantitative survey data and qualitative responses to provide a comprehensive understanding of students’ experiences and attitudes. The quantitative component examined the extent to which students perceived AI as beneficial in relation to efficiency, comprehension and communication skills. Meanwhile, the qualitative data provided deeper insights into students’ reflections, highlighting both the advantages and concerns associated with AI use. Findings revealed that students generally viewed artificial intelligence as a supportive academic resource that enhanced productivity and facilitated clearer expression of ideas. Many participants reported that AI tools assisted in organising thoughts, improving grammar and simplifying complex concepts. However, the results also indicated concerns related to overreliance and ethical considerations, particularly in relation to academic integrity and independent learning. These concerns suggest that while AI offers educational benefits, its use may also present challenges if not properly guided. The triangulation of findings underscores the dual role of AI in education as both an enabler of learning and a potential source of dependency. The study emphasises the importance of responsible and guided integration of AI tools within instructional contexts. It further highlights the need for clear institutional policies and the development of students’ critical awareness when using such technologies. Overall, the research contributes to the growing discourse on artificial intelligence in education by presenting empirical evidence from the perspective of first-year college students, thereby informing future pedagogical practices and policy development.
Jefferson J. Acala· Asian Journal of Education a...· 0 citations
The preliminary findings suggest that Generative artificial intelligence use in engineering education requires attention not only to tool access or technical performance, but also to students’ interaction strategies, verification practices, and ethical evaluation of context-specific uses.
A. López-Vargas, Javier Rodríguez-Vidal, Ángel García-Beltrán et al.· Education and Information Te...· 0 citations
This study explores the perceptions of college students toward the integration of Artificial Intelligence (AI) in education, with a focus on its general use, role in learning processes and outputs, and associated ethical concerns such as transparency, fairness, privacy, and data security. A total of 293 students from the Nueva Ecija University of Science and Technology – Gabaldon Campus participated in the study, representing various programs including Agriculture, Education, Information Technology, and Hospitality Management. A validated researcher-made questionnaire was used, comprising 25 items distributed across five constructs. Data were analyzed using descriptive statistics, mean and standard deviation, to determine levels of agreement, while Principal Components Analysis (PCA) was employed to examine communalities and ensure construct validity. The findings revealed a general agreement among students regarding the positive role of AI in enhancing learning experiences, increasing assignment efficiency, and developing skills relevant to future careers. However, lower mean scores in areas such as reliance on AI for research and collaboration suggest a need for further support and training. Notably, students expressed high confidence in the ethical management of their data, with strong agreement on institutional safeguards and transparency in data usage. Communality values ranging from 0.459 to 0.889 indicated that most items were well-represented within their respective constructs. The results highlight both the benefits and challenges of AI integration in education. The study recommends that institutions enhance AI-related communication, training, and ethical safeguards to support students in maximizing the potential of AI tools in their academic and professional development.
J. L. Galang, A. T. Capinding, Rosalie A. Pineda· TEM Journal· 0 citations
Generative artificial intelligence (GenAI) is increasingly embedded in higher education, shaping how students learn and obtain knowledge. Although AI education is expanding, limited empirical research has examined how undergraduate students exercise ethical judgment about using GenAI in academic situations, particularly in relation to their AI literacy. This study examined undergraduate students’ ethical judgment regarding GenAI use in educational contexts and its relationship to AI literacy and student demographics. A cross-sectional survey was conducted with a convenience sample (n = 531) recruited through two psychology courses at one public Midwestern university. The survey included demographics, six GenAI ethical scenarios, and the Generative AI Literacy Assessment Test (GLAT). Participants generally demonstrated high agreement when classifying the six predesignated scenarios, distinguishing GenAI use that supported learning from use that substituted AI-generated content for original academic work. 57.6% of students correctly classified all six scenarios, indicating a pronounced ceiling effect, with uncertainty greatest when AI-generated content was minimally modified before submission. AI literacy demonstrated a small positive association with classification accuracy, Spearman’s ρ = 0.234, p < .001, and emerged as a significant predictor across the six scenarios. In the adjusted binomial model, each additional correct response on the objective AI literacy measure was associated with a 13.9% increase in the modeled odds of correctly classifying an ethical scenario. By focusing on applied ethical judgment in academic scenarios, this study highlights the need to prospectively evaluate how AI literacy instruction and ethics education may support undergraduate students’ preparation for future professional practice.
J. Reed, R. Ferdig, T. Dodson et al.· Journal of Academic Ethics· 0 citations
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