Exploring the Ethical Boundaries of AI Use in Secondary Vocational Education

Abstract

The integration of artificial intelligence (AI) into vocational education presents both significant opportunities and complex ethical challenges. This study examines the use of AI among learners attending secondary technical and vocational schools, with a particular focus on the boundary between legitimate learning support and academic dishonesty. A quantitative questionnaire survey was conducted with 1,745 learners from Slovakia, the Czech Republic, Hungary and Poland. The collected data were analysed using descriptive statistics and a thematic analysis of open-ended responses. The results indicate widespread use of AI tools among the surveyed learners. Most respondents reported regular use of AI to understand learning materials, generate texts, complete assignments and support project work. Many respondents reported confidence in evaluating AI-generated content, suggesting a perceived level of digital literacy and critical awareness. Nevertheless, open-ended responses revealed several forms of academically dishonest AI use, particularly for generating code, writing essays, preparing presentations and completing tasks without meaningful cognitive engagement. Thematic analysis identified key motivations such as time efficiency and pragmatic task management, alongside a nuanced awareness of the ethical boundary between legitimate assistance and misconduct. The findings highlight the urgent need for pedagogical approaches that promote responsible and ethical use of AI. Moreover, the study reinforces the view that, in an increasingly technology-driven educational landscape, competencies in interacting with AI, such as formulating effective prompts, verifying outputs, and engaging in critical evaluation, are becoming essential skills for vocational school graduates.