Student perceptions on boundaries of academic AI use in light of Magnifica Humanitas

This study examines students’ perceptions of the boundaries of academic artificial intelligence (AI) use within the Magnifica Humanitas framework, which conceptualises AI as both a technical instrument and a formative moral influence in education and human development. Employing a quantitative descriptive design, data were gathered through structured questionnaires using the Customer Satisfaction Score (CSAT) framework, organised into three dimensions: anthropological, ethical, and relational-spiritual boundaries. A total of 167 questionnaires were distributed, with 129 responses collected from four theology-related course sections (REEXECO and MARFRET) at De La Salle–College of Saint Benilde during AY 2025–2026. Findings indicate an overall CSAT score of 93%, reflecting very high agreement on the responsible and theologically grounded integration of AI in academic learning. In the anthropological dimension, students emphasise the centrality of human dignity, critical thinking, moral responsibility, and authentic intellectual engagement, underscoring that formation cannot be reduced to efficiency or output. In the ethical dimension, they highlight academic integrity, accountability, and critical discernment in the use of AI-generated content, stressing clear moral limits regarding truth and authorship. In the relational-spiritual dimension, students affirm education as fundamentally relational, highlighting the irreplaceable roles of teachers, community learning, and spiritual formation, which AI cannot replace. AI is viewed as a supportive tool rather than a substitute for human formation. Within the Magnifica Humanitas framework, AI integration must remain subordinate to the holistic development of the human person, grounded in human dignity, ethical responsibility, and relational-spiritual communion toward integral human flourishing in education.