Ethics and integrity in the use of generative AI in education : the experiences, perspectives and attitudes of students and educators

Abstract

The onset of artificial intelligence (AI) in education brought about widespread concerns regarding its pedagogical value, ethical implications, and long-term impact on teaching and learning. Generative AI (GenAI), including tools like ChatGPT, facilitate human-like text generation and real-time responses. However, while such tools provide opportunities to personalise learning, they also pose a threat to academic integrity, student effort, and the role of educators. This qualitative study investigates student and educator perceptions of GenAI in middle and secondary schools, using semi-structured interviews with six students, four educators, and one Head of Department. Thematic analysis was used to identify recurring patterns and contrasting participant opinions, exploring three key questions: (1) How do students and educators experience and use GenAI in education? (2) To what extent is GenAI perceived as a form of cheating, and how does this perception affect views on academic integrity? (3) What ethical concerns emerge from GenAI usage, and how do these differ between students and educators? Four overarching themes emerged: (1) Responsible Use vs. Misuse, (2) Ethical Guidance and the Need for AI Education, (3) Fairness, Access, and Equity, and (4) Future Orientation of AI in Education. Students principally perceived GenAI as beneficial for enhancing productivity and understanding material in their curriculum but were uncertain where to draw the line between support and academic dishonesty. Educators acknowledged GenAI’s supportive role for lesson planning but expressed concern on decreased student critical thinking and engagement, and that it could widen existing divides and inequalities if not equitably implemented. Participants advocated for formal instruction and policies on responsible GenAI use and the inclusion of AI ethics in educational curricula. This study calls for the development of policies founded on investigation and dialogue, with the aim of drafting and implementing effective, ethical and responsible AI use policies and guidelines in academia.