The rapid integration of Artificial Intelligence (AI) tools into academic settings has necessitated a critical examination of their ethical implications from a student's viewpoint. Employing a sequential explanatory mixed-methods design, this study explored the perceptions of 100 college students regarding the use of AI in their academic work. An online survey was used to quantify usage patterns, while focus group discussions (FGDs) and interviews provided rich qualitative data. Key findings reveal a complex tension between AI's perceived convenience and students' concerns about academic integrity, blurred lines of authorship, and unequal access. Thematic analysis revealed a general consensus that AI use for tasks like brainstorming and grammar correction is acceptable, but full reliance on AI for content generation is viewed as academically dishonest. The discussion interprets these findings through utilitarian, deontological, and virtue ethics lenses, highlighting the need for clear institutional policies, enhanced digital literacy training, and open dialogue to navigate the evolving educational landscape responsibly.
Bernardo Ramos (Wed,) studied this question.
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