Aug 2026· IQRO Journal of Islamic Education· Vol 9, pp. 629-642· 0 citations
TL;DR
The findings show that although students display strong ethical awareness linked to their professional identity, this does not always translate into practice, and the need for clearer, discipline-sensitive policies on AI use, alongside stronger supervision and integrity education is highlighted.
Abstract
This study explores how digital literacy shapes research integrity among final-year Library and Information Science students at the University of Ilorin, Nigeria, within AI-mediated academic environments. Using a qualitative phenomenological approach, data were collected from thirty participants through interviews and focus groups and analysed thematically to capture students’ experiences of digital research and ethical decision making. The findings show that although students display strong ethical awareness linked to their professional identity, this does not always translate into practice. Digital competence supports source evaluation and reference management, but also enables uncritical copying, use of rewriting tools, and uncertain engagement with artificial intelligence, especially under academic pressure. Behaviour is further influenced by inconsistent supervision, unclear institutional guidance, and peer norms. The study reframes digital literacy as an ethical competence rather than a purely technical skill, showing that its role in research integrity depends on intention and context. It contributes evidence from an underexplored African setting and highlights the need for clearer, discipline-sensitive policies on AI use, alongside stronger supervision and integrity education.
This study examines how Generation Z in Indonesia interprets the use of artificial intelligence (AI) in digital communication practices, with particular attention to the shift from skill-based literacy toward reflective literacy in AI culture. The rapid integration of AI into content production and distribution has significantly transformed communication processes, positioning AI not only as a technical tool but also as a co-creator that shapes the production, circulation, and legitimacy of meaning. This transformation raises critical concerns related to authorship, originality, algorithmic bias, and ethical responsibility in digital environments. Using an interpretive qualitative approach, this study draws on semi-structured interviews with five Generation Z participants who actively use AI for academic activities and social media content creation. Participants were selected through purposive sampling based on their experience with AI and their willingness to reflect on their practices. Data were analyzed using thematic analysis supported by NVivo, enabling the identification of key patterns in participants’ perspectives and experiences.The findings reveal four main dimensions: (1) AI as a Cognitive Partner, supporting learning and idea generation; (2) Critical Awareness, involving the evaluation and verification of AI-generated information; (3) Dependency versus Cognitive Reflection, highlighting the tension between technological convenience and independent thinking; and (4) Reflective AI Literacy, encompassing technical competence, prompt literacy, and ethical responsibility.The results indicate that digital literacy among Generation Z is no longer limited to operational skills but is evolving into a reflective practice that integrates critical awareness and ethical judgment. This study contributes to the reconceptualization of digital media literacy by emphasizing the need to combine technical, cognitive, and ethical dimensions to foster responsible, critical, and reflective engagement with AI technologies.
Tia Muthiah Umar, Tsaniya Salman· Al-i’lam - Journal of Contem...· 0 citations
The rapid advancement of digital technology has transformed educational practices while simultaneously creating ethical challenges for students, including cyberbullying, digital plagiarism, misinformation, privacy violations, and the irresponsible use of social media and artificial intelligence (AI). These challenges indicate that digital literacy alone is insufficient without strengthening digital ethics and moral responsibility. This study aims to analyze the role of Social Studies learning grounded in Ki Hajar Dewantara's Tri-Center Education philosophy in strengthening students' digital ethics in the digital era. A qualitative approach was employed through a literature review by analyzing and synthesizing 42 scholarly publications published between 2018 and 2025, comprising peer-reviewed national and international journal articles, books, and policy documents from UNESCO and OECD. The literature was synthesized using a thematic synthesis approach involving literature identification, screening, coding, categorization, and interpretation to identify key themes and conceptual relationships. The findings demonstrate that integrating the three educational environments family, school, and community—creates a holistic educational ecosystem that effectively promotes ethical digital citizenship. Social Studies learning contributes to developing critical thinking, empathy, responsibility, integrity, collaboration, respect for diversity, and ethical decision-making in digital contexts. Furthermore, Ki Hajar Dewantara's educational principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani, reinforced by the Among System, emphasize teachers' roles as moral exemplars, facilitators, and mentors in guiding students toward responsible digital behavior. The study's primary conceptual contribution is the development of an integrative framework that connects Tri-Center Education, character education, digital citizenship, AI ethics, and Social Studies learning as a foundation for strengthening students' digital ethics. This framework offers a culturally grounded and humanistic approach to preparing digitally responsible citizens who demonstrate moral integrity, critical awareness, social responsibility, and constructive participation in the increasingly interconnected digital society of the twenty-first century.
Ida Karim Ustawun Khasanah, Yanuar Bagas Arwansyah, Victor Novianto· International Conference on...· 0 citations
The findings of this paper call for AI literacy and capacity-building workshops, clear guidelines for the ethical use of AI, and mentorship, collaboration, and community engagement to advance AI adoption among students.
F. Ravhuhali· Journal of Education and Lea...· 0 citations
This study investigates English as a Foreign Language (EFL) teachers’ perceptions of ethical artificial intelligence (AI) use in teaching, learning, and assessment within an Omani higher education context. Despite rapid AI adoption in education, institutional governance frameworks remain critically underdeveloped, particularly in EFL contexts — creating an urgent need for empirical, locally grounded research. Using a convergent mixed-methods design, quantitative data were collected from 52 EFL faculty members through a structured 52-item Likert-scale questionnaire, complemented by focus group discussions with nine purposively selected teachers drawn from the same participant pool. Analysis across five constructs revealed high levels of AI literacy and ethical awareness (M = 4.09), ethical responsibility and academic integrity (M = 4.19), and positive pedagogical engagement (M = 4.11). The most critical finding was a significant institutional policy deficit reflected in the lowest construct mean (M = 3.25), with the majority of participants reporting an absence of clear guidelines, consequences, or detection tools. Future orientation and framework acceptance recorded the highest mean (M = 4.30), with 98.1% of participants endorsing formal adoption of an Ethical AI Responsibility (E.A.R.) framework. Qualitative findings corroborated a persistent awareness–practice gap, student over-reliance on AI, and inadequate institutional scaffolding. The study recommends urgent development of context-specific, human-centered AI governance frameworks that bridge individual ethical awareness and institutional policy action, with particular relevance to Omani and comparable EFL higher education contexts.
Surya Subrahmanyam Vellanki, Asiya T Tabassum· Arab World English Journal· 0 citations
The rapid digital technology growth and increased internet use in education have elevated concerns about ethical online behaviour. Despite the expanding role of digital tools, current teacher training programmes exhibit significant gaps in preparing educators to handle digital ethical issues such as cyberbullying, privacy, misinformation, and lack of moral reasoning. This scenario poses risks to lifelong safety and responsibility. This study assessed teacher trainees’ and teachers’ exposure, confidence, and perceptions regarding ethical digital literacy. It also evaluated current curricular weaknesses and opportunities for improvement. The study was guided by Moral Development Theory by Kohlberg. It employed a systematic qualitative literature review design, targeting relevant journal articles, books, theses and dissertations published globally and within Kenya. A total of 51 scholarly sources were identified through database searches using keywords related to digital citizenship, moral reasoning, and teacher education. Data analysis focused on exposure, confidence, perceptions, and curricular contents. The findings indicated inconsistent integration of ethical online behaviour in teacher training, with prevailing low confidence among trainees and teachers in addressing digital moral reasoning. The findings highlight opportunities to strengthen curricula by incorporating structured digital citizenship modules. Therefore, embedding ethical online behaviour in teacher education is critical for nurturing responsible digital citizens capable of lifelong safety. This necessitates curriculum enhancement, capacity building for educators, and policy reforms by national educational authorities. The study informs teacher education practices and policies in Kenya, contributing to safer, ethically informed digital learning environments, and suggesting areas for future longitudinal and innovative research in digital literacy education.
Justina S. Ndaita· Journal of the Kenya Nationa...· 0 citations
This study investigates EFL students' digital literacy and ethical dilemmas at SMA Negeri 1 Halmahera Utara, eastern Indonesia. The aim is to explore how students engage with digital technology, focusing on their technical skills and ethical conduct. A quantitative approach was used to collect data from 75 students via a questionnaire assessing digital abilities and ethical behaviours across 9 and 7 dimensions, respectively. The findings reveal that while students display moderate digital skills, their proficiency is higher in consumer-related activities like online shopping and communication. However, significant gaps exist in areas like information verification and comparison. Regarding digital ethics, students showed reasonable awareness but committed notable ethical breaches, particularly in privacy issues such as sharing images without consent. This research highlights the need to integrate digital literacy and ethics in EFL programs, as students' digital competence and ethical understanding remain underdeveloped. This study makes a significant contribution by thoroughly examining digital abilities and ethics among Indonesian high school students. This study provides a dual perspective on how students engage with digital technology's practical and ethical aspects, contrasting with prior research that examines these domains in isolation. The results underscore significant deficiencies in students' digital literacy, particularly in information verification, comparability, and understanding of digital privacy and ethics.
Adi F. Mahmud, Geminastiti Sakkir, Musdalifah· English Learning Innovation· 0 citations
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