Students’ Perceptions and Ethical Awareness of AI in Education: A Case Study of Vilnius Business College

Abstract

This study examines how students at Vilnius Business College (VBC) perceive artificial intelligence (AI) tools and understand the ethical issues associated with AI-assisted coursework. The paper addresses a local empirical gap: while policy and scholarly discussion on AI in higher education have expanded rapidly, student-level evidence from Lithuanian colleges remains limited. Data were collected through a structured Qualtrics questionnaire that combined Likert-scale items with three open-ended questions. Fifty-four responses were recorded; after screening, 14 complete questionnaires were analysed using descriptive statistics, a Pearson correlation between composite AI literacy and ethical awareness scores, and thematic categorization of open-ended responses. The findings show that respondents generally view AI as a useful support tool for efficiency and academic performance, but they also report concerns about overreliance, inaccurate output, privacy, and responsible acknowledgment. The strongest agreement concerned the need for institutional guidance on the ethical use of AI. AI literacy showed a moderate positive but statistically non-significant relationship with ethical awareness (r=0.384, p=0.175), so the result should be treated as tentative. The study’s practical value lies in recommending clearer institutional guidance, AI literacy support, and assessment design that preserves independent thinking. Given the very small final sample, the findings are exploratory rather than generalisable.

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