Generative AI in Academia: How Engineering Students Perceive and Approach Ethical Challenges?

Abstract

Generative artificial intelligence (GAI) technologies have become increasingly prevalent in academic settings, offering students powerful tools for completing academic tasks. From drafting essays to solving complex problems, GAI enhances productivity and creativity, helping students streamline their learning. However, the rapid adoption of these tools raises essential ethical concerns regarding academic integrity, dependency, and the development of critical cognitive skills. This study explores how engineering students perceive and navigate the ethical challenges of GAI use in educational environments. Through a combination of quantitative survey data and qualitative open-ended responses collected via Google Forms, the research investigates students’ awareness of institutional policies, their views on academic honesty, and the implications of GAI for their learning practices. The study reveals a significant gap in students’ understanding of ethical guidelines, with many uncertain about when and how to disclose their use of GAI tools. It highlights the need for more precise institutional policies and for integrating digital literacy programs that address the benefits and risks of GAI use. Furthermore, the study emphasizes the importance of fostering responsible usage by educators and institutions, promoting balanced engagement with GAI tools to enhance learning without compromising the development of critical thinking, creativity, and independent problem-solving skills. The findings suggest that with proper guidance and policy adaptation, GAI can be a valuable resource in academia while preserving the integrity of the educational process.

Ähnliche Arbeiten