AI Tools in Education: Investigating University Students’ Motivations, Institutional Policies, and Ethical Considerations in Bangladesh

Abstract

This study investigates the motivations, barriers, and ethical considerations surrounding the adoption of generative AI tools, such as ChatGPT, in higher education, focusing on 849 students from 26 Bangladeshi universities. A survey was conducted to gather data, and ANOVA and Chi-square tests were applied to examine students’ motivations, perceptions of AI tool transparency and fairness, and attitudes toward AI ethics courses. Findings reveal that students primarily use AI tools to improve the quality of their work and manage academic tasks efficiently, despite challenges such as performance delays and limited flexibility. Restrictive institutional policies were associated with increased instances of unethical AI use, whereas perceptions of AI transparency and fairness had no significant effect on support for AI ethics courses. Based on these insights, the study provides the first empirical policy recommendations for Bangladeshi universities, addressing technical, regulatory, and ethical dimensions essential for the responsible integration of AI tools in academic settings.

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