2026· International journal of humanities & social science: insights & transformations· Vol 11, pp. 258-284· 0 citations
TL;DR
A small but important gap is highlighted between what students believe is right and what they actually do online, which suggests that universities may need to focus more on practical ethical training rather than only theoretical discussions.
Abstract
Inrecent years, digital technology has quietly become part of almost every decision young people make-whether it is sharing content, using AI tools, or interacting on social media. This study tries to understand how university students make ethical decisions in such situations. A total of 230 students from different academic backgrounds participated in the survey. The study used structured questionnaires covering demographic and behavioral aspects.The findings suggest that while most students are aware of ethical concerns in the digital world, their actual decisions do not always match that awareness. For instance, many students considered privacy important, yet a noticeable number admitted to sharing content without full verification or consent. Statisticalanalysis indicated that factors like academic discipline, frequency of internet use, and exposure to ethical education may influence moral judgments.Therefore, the present study highlights a small but important gap between what students believe is right and what they actually do online. It suggests that universities may need to focus more on practical ethical training rather than only theoretical discussions.
The findings advance academic integrity research by shifting attention from attitudes to scenario-based decision quality and clarifying the internalization mechanism through moral cognition.
Hao Deng, Minli Yang, Li-Ling Huang et al.· Frontiers in Psychology· 0 citations
This study explores perceptions and practices of AI ethics among higher education students at Banaras Hindu University, using the AI and Ethics Perception Scale (AEPS) dimensions, including transparency, accountability, privacy, fairness, and human oversight, as a conceptual framework.
Ethics is a set of moral principles or moral values often an important consideration in academic research. We need to rule out any potential misconduct either with the scientific method or the way results are presented to the people (M.I.T.D., Correia, 2023). In the past, work ethics can involve setting up in-person coffee meetings instead of virtual catch-ups; using snail mail for important documents, rather than emails/WhatsApp/Telegram, etc, and taking real breaks for a breather or stretching, and not just screen switches; these are among the many ways in which work habits used to be carried out, yet produce results. In social science, the objectives of human research typically involve gaining insights into real-world phenomena, examining effective treatments, and exploring behaviours to improve lives; what you research and how it is conducted involve ethical considerations (Pritha Bhandari, 2021). According to Benny Ang (from Elsevier, 2025), authorship, competing interest, plagiarism, simultaneous submission, research fraud, salami slicing, and the use of Generative AI are the most common unethical acts; plagiarism being the most common. The need to understand and uphold ethics in scientific research is pertinent in today’s scientific community. The rapid advancement of technology and science raises ethical questions about privacy, consent, and the potential long-term impacts on society and its environment (Miteu, G.D, 2024).
Saidatul Akmar Zainal Abidin· International journal of res...· 0 citations
There has been a heated discussion relating to the use of ICT in senior high schools. It is often argued that young people misuse ICT tools, particularly in their learning. This study examines the perceptions of senior high school students of ethical values, responsible behaviour and academic integrity in their use of ICT tools. Grounded on the Mike Ribble’s (2007) Digital Citizenship Framework, the study employed a mixed methods sequential explanatory research design, using a structured questionnaire to collect data from 390 students and interview data from 9 students. The stratified random sampling technique was used in selecting respondents to answer the questionnaire for the survey and a purposive sampling method was used to select participants for the interview. Analysis using mean, standard deviation, independent samples t-tests and thematic analysis was done. The findings reveal that students generally exhibit positive perceptions of ethical ICT use, particularly in areas such as accurate digital content creation, respectful online behaviour, and responsible digital communication. However, gaps were identified in their understanding of personal privacy and the implications of digital footprints. The findings indicated no statistically significant differences in perceptions between male and female students, with both groups demonstrating similar levels of awareness regarding ethical ICT practices. These findings underscore the importance of enhancing ICT ethics education, with a particular emphasis on privacy awareness and digital footprint management. The study recommends that teachers in Senior High Schools implement educational programmes that specifically address ethical ICT use. Additionally, teachers and policymakers should leverage the equitable baseline understanding of ethical ICT use among male and female students to implement universal ICT ethics programmes. These programmes should focus on fostering peer-to-peer mentoring and inclusive discussions that reinforce ethical digital practices without the need for gender-specific adaptations.
Saeed Abdul Shakur, E. Kwaa-Aidoo· Journal of Education and Lea...· 0 citations
Software is a crucial component of modern everyday life. However, ethical issues in software, such as privacy issues, censorship and behavior manipulation are prevalent in software applications. To develop ethical software, it is essential to understand the ethical concerns of its end-users. To provide these insights, we conducted a survey among 725 participants and analyze which ethical concerns they have regarding software and why, as well as the actions they are willing to take when confronted with ethical issues in software. The results indicate that privacy, scam and misinformation are important ethical concerns for the wide majority, with scam prompting the strongest reaction in all unethical software scenarios. Reasons for these concerns included—but are not limited to—the exposure of personal sensitive information, perceived societal harm and fear of material loss. The most common reactions to ethical issues in software are to stop using the software and encourage friends and family to do the same. We also find that perceived importance and reactions to unethical scenarios in software products varies significantly by gender, education, and continent.
Tom P. Humbert, Daan Kieft, Laura Duits et al.· Requirements Engineering· 0 citations
Academic dishonesty is one of the most severe threats to the quality of academic education worldwide. Among the various methods of addressing this issue, universities often employ moral reminders: oral or written statements that prompt students to adopt desirable ethical standards. Our experiment aims to shed new light on the actual effectiveness of this method, which seems equivocal given the contradictory results of many previous studies. We recruited a sample of 544 Polish students from different universities to participate in this online, between-subjects study with an experimental manipulation involving three moral reminders (standard, reflective, and self-created). The data from the behavioral honesty task (STD) test did not allow confirmation of the effectiveness of any of these moral reminders compared with the control group. We were, however, able to demonstrate several other factors associated with increased dishonesty among students, such as self-deceptive enhancement or a greater tendency to commit “small” cheats compared to “large” ones. We discuss all the results in the context of recommendations for further empirical studies and possible academic dishonesty interventions.
Maciej Kościelniak, Agata Gąsiorowska· Journal of Academic Ethics· 0 citations
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