Generative AI in Higher Education: Uses and Ethical Dilemmas of Students

Abstract

Abstract The research examines how college and university students in Israel use Generative AI (GenAI) tools for their studies and explores the ethical challenges they face when incorporating these technologies into their education. As GenAI becomes increasingly integrated into higher education, it is essential to understand its pedagogical roles and the ethical challenges it presents. A nationwide mixed-methods study was conducted with 673 participants from various academic institutions. Data was collected through an online questionnaire and analyzed using quantitative methods and qualitative content analysis of open-ended responses. The findings reveal that GenAI tools, particularly ChatGPT, have become integrated into students’ academic routines, with undergraduate students using these tools more frequently than graduate students. Students reported using GenAI to search for learning materials, clarify complex content, and generate inspiration. Concurrently, they expressed concerns regarding the accuracy of information, privacy, academic integrity, and the absence of clear institutional guidelines. The ethical dilemmas reported included uncertainty about the acceptable use of GenAI, the temptation to rely on GenAI for assignments, and conflicting values concerning independent learning. This study highlights the dual nature of GenAI use – beneficial for learning yet prone to ethical misuse. It underscores students’ desire for institutional guidance and emphasizes the importance of fostering both digital literacy and ethical awareness in academic contexts.

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