Exploring the Ethical Implications of Using Generative AI Tools in Higher Education

Abstract

A significant portion of the academic community, including students, teachers, and researchers, has incorporated generative artificial intelligence (GenAI) tools into their everyday tasks. Alongside increased productivity and numerous benefits, specific challenges that are fundamental to maintaining academic integrity and excellence must be addressed. This paper examines whether ethical implications related to copyrights and authorship, transparency, responsibility, and academic integrity influence the usage of GenAI tools in higher education, with emphasis on differences across academic segments. The findings, based on a survey of 883 students, teachers, and researchers at University North in Croatia, reveal significant differences in ethical awareness across academic roles, gender, and experience with GenAI tools. Teachers and researchers demonstrated the highest awareness of ethical principles, personal responsibility, and potential negative consequences, while students—particularly undergraduates—showed lower levels, likely due to limited exposure to structured ethical training. Gender differences were also significant, with females consistently demonstrating higher awareness across all ethical dimensions compared to males. Longer experience with GenAI tools was associated with greater ethical awareness, emphasizing the role of familiarity in fostering understanding. Although strong correlations were observed between ethical dimensions, their connection to future adoption was weaker, highlighting the need to integrate ethical education with practical strategies for responsible GenAI tool use.

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