The Student's Role in Navigating the Ethical Arena of AI Use for Academic Tasks

Abstract

The emergence of generative AI has brought significant changes to higher education, while also sparking intense debate. This technology is viewed as a catalyst for learning efficiency and innovation. However, it simultaneously presents a serious threat to academic integrity, challenging traditional conceptions of original work. Using a qualitative approach, this research focuses on students as the primary subjects. Through in-depth interviews, this study delves into how students subjectively experience and interpret the ethical dilemmas associated with using AI for academic tasks. The central argument is that the student's role has shifted: from being mere consumers of technology to individuals who must actively define personal moral boundaries between legitimate utilization and misuse. This shift in roles necessitates the mastery of critical AI literacy, extending beyond mere technical skills to include the capability to critically evaluate AI outputs and collaborate ethically with machines. By exploring student experiences, this research aims to map their adaptive strategies and build a deep understanding of how they envision their ideal roles in an academic future that is inextricably linked with AI.