Student Engagement and Ethical Awareness in Generative Artificial Intelligence Use Among University Students
TL;DR
The findings indicate that access to and use of AI tools do not necessarily develop alongside confidence, meaningful engagement, and ethical understanding, and the need for AI literacy initiatives that combine practical skills with critical evaluation, appropriate disclosure, verification of generated information, and student accountability in AI-assisted academic work.
Abstract
This study examined university students’ use of generative artificial intelligence (AI) in relation to engagement, confidence, ethical awareness, and perceived academic value. A descriptive-quantitative, cross-sectional design was employed, involving 380 students from 11 colleges of a Philippine state university. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Students reported using AI-assisted applications primarily for research, summarization, writing, and editing, with ChatGPT, QuillBot, and Grammarly among the most frequently reported tools. Confidence in independent AI use was concentrated in the moderate and lower categories, while perceptions of AI-supported engagement were neutral overall. Ethical awareness was uneven: students showed stronger recognition of familiar concerns involving copyright and unethical academic use but greater uncertainty regarding the broader meaning of ethical AI use in education. Taken together, the findings indicate that access to and use of AI tools do not necessarily develop alongside confidence, meaningful engagement, and ethical understanding. The study highlights the need for AI literacy initiatives that combine practical skills with critical evaluation, appropriate disclosure, verification of generated information, and student accountability in AI-assisted academic work.