Jul 2026· Education for Information· 0 citations· 31 references
TL;DR
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.
Abstract
This study examines students’ attitudes toward declaring the use of generative artificial intelligence (GenAI) in academic writing within Nigerian library schools, against the backdrop of increasing adoption of AI tools and growing concerns about academic integrity and transparency. A cross-sectional survey design was adopted, and data were collected through a structured questionnaire administered to 374 library and information science students across selected Nigerian universities. Descriptive and inferential statistics were used for data analysis. The findings reveal widespread use of AI-assisted academic tools, particularly conversational AI systems, for various academic writing tasks. However, students exhibited generally weak attitudes toward declaring AI use and demonstrated low and inconsistent levels of disclosure, often declaring only when explicitly required. Awareness of institutional policies was also limited, and no significant relationship was found between policy awareness and attitudes toward declaration. The study revealed that the major factors influencing disclosure included fear of academic penalties, lecturer expectations, unclear guidelines, and concerns about negative judgement. The study concludes that 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. It recommends that universities develop clear AI policies, integrate disclosure requirements into assessment practices, and provide structured training to promote ethical and transparent AI use.
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 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 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 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
First-year university students’ perceptions of generative AI in academic work are investigated, foregrounding student agency in a Global South context and offering pedagogical and policy implications for responsible AI adoption.
Sharifuzzaman, M. Rahman· Asian Journal of Contemporar...· 0 citations
The increasing accessibility of generative artificial intelligence (GenAI) tools is transforming academic practices in higher education. This study investigates the adoption of generative AI among undergraduate students in Malaysia, with particular attention to usage patterns, perceived academic benefits, and perceptions of academic integrity. A quantitative survey was conducted with 166 respondents, and the data were analysed using descriptive statistics, analysis of variance (ANOVA), and independent t-tests. The findings indicate a high level of generative AI adoption, with 97.6% of students reporting using AI tools for academic purposes. ChatGPT and Canva emerged as the most frequently used tools. Respondents generally perceived generative AI as beneficial for completing academic tasks, understanding course content, solving study-related problems, and enhancing the quality of academic work. At the same time, concerns were reported about plagiarism, overreliance on AI, and the need to disclose AI-assisted work in academic submissions. Inferential results further suggest that, although selected demographic differences exist in the use of certain tools and in some usage-related perceptions, perceptions of academic integrity are broadly consistent across age, gender, and level of study. These findings underscore the growing role of generative AI in higher education and the need for institutional policies that promote ethical, transparent, and responsible use.
A. A. Sharip, U. M. A. Jalil, R. M. Saidi et al.· International journal of res...· 0 citations
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