2026· International journal of research in social sciences and humanities· 0 citations
TL;DR
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.
Abstract
The increasing use of Generative Artificial Intelligence (GenAI) in higher education has changed the academic writing practices of students, presenting both opportunities to improve learning and challenges to academic integrity. The study explored the relationship between the GenAI use profile, academic integrity awareness, ethical judgment and decision-making, and responsible GenAI use practices in academic writing of fourth-year students of North Eastern Mindanao State University (NEMSU). It examined students’ awareness of risks to academic integrity associated with GenAI, ethical judgment and decision-making in GenAI-assisted writing, and responsible AI-use practices. The study also explored the lived experiences and perceptions of students on ethical use of GenAI in academic writing. A descriptive correlational design was employed. The quantitative data were collected from 303 fourth-year students selected using simple random sampling. Descriptive statistics and Pearson Product-Moment Correlation were used to analyze the data. The findings revealed that respondents were generally moderately aware of GenAI-related academic integrity risks, exhibited moderately manifested ethical judgment and decision-making, and demonstrated moderately practiced responsible GenAI use behaviors. Significant relationships were found between GenAI use profile and academic integrity awareness, academic integrity awareness and ethical judgment and decision-making, and ethical judgment and decision-making and responsible GenAI use practices. These findings suggest that while students possess foundational knowledge and ethical awareness regarding GenAI use, gaps remain in translating awareness into consistently responsible practices. The study underscores the need for comprehensive AI literacy programs, explicit institutional guidelines, and ethics-focused educational interventions that promote transparency, accountability, critical evaluation, and responsible human oversight in AI-assisted academic writing.
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.
Daisy A. Mamaril, Lailani C. Banggawan· Journal of Intelligent Decis...· 0 citations
The study highlights the need for ethical training, policies, and clear guidelines to ensure responsible use of GAI, promoting innovation while safeguarding academic values.
H. Albadi· International journal of com...· 0 citations
It is concluded that AI-related academic misconduct is often a rational behavioral choice driven by perceived institutional unpreparedness rather than ignorance, and calls for a transition toward adaptive academic integrity frameworks that prioritize ethical awareness and transparent academic policy communications to students.
Ignatius Ogbaga, U. Onwudebelu, Nathaniel Akwuma et al.· Systems and Computing· 0 citations
The rapid integration of generative artificial intelligence (GenAI) into higher education has transformed academic writing practices while creating new challenges in aspects of academic integrity, authorship, and ethical technology use. This study examines the level of generative AI literacy among university students in Bangladesh along with their level of responsible academic writing practices. Additionally, it explores the relationship between GenAI literacy and responsible writing behaviour and also aims to identify whether these practices differ across academic disciplines. The research was conducted by employing a quantitative cross-sectional survey, and 250 valid responses were collected from undergraduate students enrolled in different higher education institutions in Bangladesh through an anonymous online questionnaire. The survey instrument consisted of three sections: demographic information, generative AI literacy, and responsible academic writing practices. To analyze the data, descriptive and inferential statistical analyses were used with a view to examining students’ AI literacy levels, writing practices, relationships between variables, and disciplinary differences. The study findings indicate that generative AI has become a common component of students’ academic activities, with more than 71% of participants reporting frequent use of AI tools for purposes such as brainstorming, language improvement, summarization, and writing assistance. The research also revealed considerable awareness of AI capabilities, limitations, hallucinations, and ethical concerns. However, the results revealed that while most students engage in responsible AI-assisted writing practices, including fact verification, source checking, rewriting AI-generated content, and maintaining personal authorship, some students reported a need for clearer institutional guidelines and formal AI literacy training. Moreover, the findings also suggest a positive association between generative AI literacy and responsible academic writing practices, which is consistent with the relevance of Long and Magerko’s (2020) AI literacy framework for understanding ethical AI engagement. The study concludes by recommending that universities in Bangladesh should consider formal approaches and develop curriculum models for GenAI literacy to support critical evaluation, ethical AI use, and responsible academic writing practices.
Rabeya Akter, Pabitra Chandra Shuva· International journal of res...· 0 citations
Generative Artificial Intelligence (GenAI) is profoundly transforming higher education. Although its use can enhance the quality, efficiency, and equity of learning, it also raises ethical dilemmas related to authorship, academic integrity, and technological dependence. Understanding the ethical factors that influence students’ intention to use GenAI is therefore crucial for designing responsible educational policies. This study examines how different ethical frameworks—justice (JUST), relativism (REL), consequentialism (CON), and deontology (DEO)—affect the behavioral intention to use GenAI as an assistant in the editing of academic essays. To this end, the Multidimensional Ethics Scale was applied to a sample of 151 university students enrolled in social science programs in Spain. Data were analyzed using decision tree models, incorporating three control variables: gender, employment status, and academic performance. The results show that ethical perceptions are the main determinants of behavioral intention, whereas gender and individual student circumstances exert only a residual influence. CON emerges as the most influential factor, followed by JUST, while REL and DEO are the least relevant ethical constructs. Overall, the findings indicate that students primarily value the usefulness and fairness of using GenAI.
Unknown authors· The Journal of Interactive L...· 0 citations
While GenAI tools are deeply integrated into students’ academic writing practices, transparency in their use remains limited due to ambiguity, fear, and insufficient institutional guidance, the study recommends that universities develop clear AI policies, integrate disclosure requirements into assessment practices, and provide structured training to promote ethical and transparent AI use.
N. Idoko, O. Oboh, B. Oladokun et al.· Education for Information· 0 citations
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