Jul 2026· Asian Journal of Contemporary Education· 0 citations
TL;DR
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.
Abstract
Generative artificial intelligence (AI) tools are rapidly reshaping academic practices in higher education. While global debates focus on academic integrity, authorship, and assessment reform, empirical evidence from developing contexts remains limited. This study investigates first-year university students’ perceptions of generative AI in academic work, focusing on ethical awareness, learning adaptation, and expectations for institutional guidance. Using a cross-sectional survey design, data were collected from 213 undergraduate students across multiple disciplines. The instrument included demographic variables and Likert-scale items measuring attitudes toward AI collaboration, plagiarism awareness, and confidence in distinguishing AI-generated content, motivation to improve AI skills, and demand for university policy frameworks. Descriptive and comparative analyses reveal generally positive attitudes toward AI as a learning support tool, accompanied by high ethical concern and strong demand for institutional guidelines. Disciplinary variation suggests differing levels of comfort and adaptive engagement with AI tools. The findings indicate that students do not view AI solely as a shortcut mechanism but as an emerging academic partner requiring structured governance and literacy development. The study contributes to ongoing discussions on AI integration in higher education by foregrounding student agency in a Global South context and offering pedagogical and policy implications for responsible AI adoption.
The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies within the teaching–learning process. The current study uses a cross-sectional empirical survey design with a sample of N = 917 respondents, including teachers, students, administrators, and management. It examines the use of advanced AI technologies such as ChatGPT, Gemini, DeepSeek, and Grok, and stakeholders’ perceived connection between digital skills and classroom performance, student motivation, and critical thinking. We also discuss the ethical dilemmas and structural challenges that accompany this digital change. Inferential statistics, such as One-Way ANOVA and the Pearson Chi-Square test, show statistically significant differences in perceptions and regulatory expectations across organizational responsibilities. The findings contribute to understanding how advanced digitalization is perceived to reshape traditional academic roles, offering practical insights for creating effective, responsible, and sustainable teaching practices.
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.
The research outcomes demonstrate that AIAS functions effectively as a learning architecture, aligning academic integrity with instructional design, and offers a replicable model for fashion programs and other disciplines seeking responsible AI integration.
D. Shen· PUPIL International Journal...· 0 citations
This study examined university students’ use of generative artificial intelligence (AI) in relation to engagement, confidence, ethical awareness, and perceived academic value. A descriptive-quantitative, cross-sectional design was employed, involving 380 students from 11 colleges of a Philippine state university. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Students reported using AI-assisted applications primarily for research, summarization, writing, and editing, with ChatGPT, QuillBot, and Grammarly among the most frequently reported tools. Confidence in independent AI use was concentrated in the moderate and lower categories, while perceptions of AI-supported engagement were neutral overall. Ethical awareness was uneven: students showed stronger recognition of familiar concerns involving copyright and unethical academic use but greater uncertainty regarding the broader meaning of ethical AI use in education. Taken together, the findings indicate that access to and use of AI tools do not necessarily develop alongside confidence, meaningful engagement, and ethical understanding. The study highlights 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
A transformative journey from fear and resistance to collaborative innovation is revealed, demonstrating that AI integration, when scaffolded by inclusive design, ethical literacy, and practical application, can enhance faculty agency, curriculum responsiveness, and student engagement.
John C. Chick, L. Morello, Stephanie Staffey· International Journal for Ed...· 0 citations
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 0 citations