Generative artificial intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot have increasingly influenced academic writing in higher education by assisting with grammar correction, paraphrasing, and organization. Despite these benefits, concerns remain regarding overreliance, plagiarism, and threats to academic integrity. Anchored in Ajzen’s Theory of Planned Behavior (TPB) as an interpretive heuristic, this study examined the use of AI-powered writing tools among teacher education students in a Philippine state university, focusing on the extent of use, perceived benefits and risks, and awareness of academic integrity. Employing a quantitative descriptive–correlational design, data were collected from 298 respondents. Findings revealed that students frequently used AI tools to enhance grammatical accuracy, writing efficiency, and writing confidence. At the same time, they acknowledged associated risks, particularly plagiarism, reduced originality, and dependence on AI-generated assistance. Inferential analyses revealed significant differences in AI tool usage and perceived benefits and risks across sex, age, year level, and program/degree. Academic integrity awareness showed no significant differences across sex and age, but significant differences were observed across year level and academic program (p 0.05). Correlational analysis further indicated no significant relationship between frequency of AI use and perceptions of academic integrity. These results suggest that AI use has become a normalized academic practice among teacher education students, accompanied by relatively uniform awareness of academic integrity. The null findings may reflect sample homogeneity and institutional academic culture. The study contributes to the growing discourse on ethical AI integration by emphasizing the need for explicit instruction on AI ethics and academic integrity within teacher education curricula.
Jonalyn Duhaylungsod (Tue,) studied this question.