AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics, suggesting pre-existing attitudes toward learning and ethics are reflected.
Abstract
The rapid advancement of Artificial Intelligence (AI) has led to its widespread adoption in highereducation. A growing body of research has examined its educational implications, includingeffects on learning and academic integrity. Building on this literature, this paper investigateshow students’ orientations toward learning, effort, and ethics relate to their use of AI inacademic contexts. The study was conducted on a sample of 115 undergraduate and graduatebusiness students using a structured questionnaire. Data were analyzed using Chi-squaretests and Cramer’s V coefficients. The results reveal significant relationships betweenstudents’ orientations and AI use. Students who prioritize efficiency, minimal effort, and finaloutcomes are more likely to use AI frequently, trust its outputs without verification, and rely onit for assignments. Likewise, students with more tolerant attitudes toward unethical academicbehavior are more likely to use AI as a shortcut in academic tasks. In contrast, students whovalue the learning process, theoretical knowledge, and academic integrity are more likely tocritically evaluate AI-generated content and consult additional sources. The findings suggestthat AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics.
The increasing influence of generative Artificial Intelligence (AI), especially in all aspects related to language in higher education, has developed at an increasingly rapid pace. There are no national policies that support the use of AI in higher education in the Philippines; therefore, there is little to no consistency in how different Higher Education Institutions (HEIs) will employ AI within their respective systems. This study evaluates the extent to which AI technology was used by four HEIs in Bulacan, Philippines, for both oral and written tasks among students, teachers, and administrators. Utilizing both the qualitative grounded theory methodology as well as the Delphi method, this study found out that many AI technologies have been utilized by the student, teacher, and administrators for brainstorming ideas, editing documents, developing lessons, preparing materials, and documentation. However, the study also reveals numerous issues associated with the use of AI, including plagiarism, excessive reliance on AI, loss of original thought and creativity. Ultimately, the findings from this study demonstrate a significant need for comprehensive national policies governing the use of AI, consistent and fair enforcement of these policies, as well as significantly increased awareness among educators, students, and administrators regarding the appropriate use of AI. Based on the findings of this study, it is recommended to develop a context-specific national policy framework that provides reasonable and balanced governance and regulation over the development, implementation and use of AI technologies within the Philippines' system of higher education.
Ramil Santos· international journal of eng...· 0 citations
The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving, and despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes.
M. Doğan, B. Kashkhynbay, Zhaniyat Baltabayeva· European Journal of Educatio...· 0 citations
The findings indicate that faculty most frequently use AI in research and course preparation, and less commonly in teaching and assessment, and differences in faculty's beliefs are associated with the frequency and domains of AI use, professional development and institutional support.
Artificial intelligence (AI) has become increasingly prominent in higher education, offering new possibilities for improving teaching practices and student learning experiences. Despite its growing adoption, limited evidence exists regarding how students perceive the benefits, challenges, and ethical implications associated with AI-supported educational tools, particularly in Sri Lanka. This study explored the perceptions of technical education students toward the use of AI applications in higher education. A mixed-methods approach was adopted, involving 200 students from the University of Moratuwa, German Tech, and NAITA. Data were collected through a structured questionnaire consisting of seven Likert-scale items and semi structured interviews with four open-ended questions. Quantitative data were analyzed using descriptive statistics and Chi-square tests, whereas qualitative responses were examined through thematic analysis. The results indicated that students generally viewed AI applications favorably and acknowledged their usefulness in activities such as research, information retrieval, problem-solving, and individualized learning support. Among the various AI tools, ChatGPT was identified as the most widely used application. Participants also demonstrated positive expectations regarding the future integration of AI into educational settings. Nevertheless, concerns relating to data privacy, algorithmic fairness, academic integrity, excessive dependence on AI-generated outputs, and system transparency were frequently reported. Interview findings further revealed students‟ interest in AI systems capable of providing personalized guidance, improved accessibility, enhanced support for ethical academic practices, and clearer policies governing data usage. Overall, the findings suggest that AI technologies have considerable potential to enrich higher education; however, their successful implementation requires careful attention to ethical, technological, and pedagogical considerations to ensure that educational benefits are achieved while minimizing associated risks.
H. U. C. P. Hewawasam, D. Saparamadu· Sabaragamuwa University Jour...· 0 citations
Results indicate a significant level of AI usage among students, primarily for content management and academic support and the importance of integrating ethical considerations and promoting digital literacy in AI-enabled learning environments.
Christina Costa, Martha Almendarez Langland, Jason Roberson et al.· The Journal of Scholarship o...· 0 citations
With the advent of Artificial Intelligence (AI), it has become necessary for university students to develop the ability to work independently. Doing so, students would need to use technological means as sources of information. Using advanced technologies, AI has made its way into the field of education. However, some students still have not mastered learning with technology, let alone using AI, which creates confusion for them. The purpose of this paper is to investigate the extent to which university students can use AI, how they use it, and the associated challenges and opportunities while using it. To achieve this aim, the targeted group was 140 Moroccan university students from three departments (English studies, Management Techniques, and Advanced Material Physics). Data was collected through an online questionnaire and analyzed using SPSS version 25. The results demonstrated that though students use AI for certain tasks, they have not mastered it fully (30%). Additionally, the study reveals that even though AI can increase students’ involvement and cater to their learning (62,1%), it cannot foster emotional intelligence (55%), it weakens social relationships (34.3%), undervalues human intellect (45.7%), and contributes to inequalities among students (60%). Accordingly, the study implies that students need explicit support on what AI is and how to use it in an ethical way.
Insaf Khoudri, Rachid Houmaida· Journal of Multidisciplinary...· 0 citations
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