The Effects of Metacognition, Digital Literacy, and Perceptions of Artificial Intelligence on Learning Ethics among Nursing Students
TL;DR
The findings suggest that establishing learning ethics in an educational environment with expanding generative AI usage requires fostering correct AI perceptions, providing practical AI ethics education, and enhancing metacognition as a self-regulatory capacity.
Abstract
This descriptive survey study aimed to identify the factors influencing learning ethics among 134 nursing students in G city. Data were collected from May 25 to June 3, 2026, and analyzed using the SPSS 23.0 program. The results indicated relatively high levels of metacognition(4.34±0.43), digital literacy(4.38±0.51), artificial intelligence(AI) perception(3.79±0.87), and learning ethics(3.25±0.53). Significant positive correlations were observed among all research variables. Multiple regression analysis revealed that learning ethics was significantly predicted by AI perception(β=.423, p<.001), AI education experience(β=.422, p<.001), major satisfaction('satisfied': β=.257, 'very satisfied': β=.228, p<.001), being a 3rd-year student(β=.245, p<.001), metacognition(β=.207, p<.001), and gender(β=.135, p=.003). The model’s total explanatory power was 82.4%.These findings suggest that establishing learning ethics in an educational environment with expanding generative AI usage requires fostering correct AI perceptions, providing practical AI ethics education, and enhancing metacognition as a self-regulatory capacity. Consequently, systematic educational programs that integrate AI ethics and metacognition while considering learner characteristics and educational experiences should be developed and implemented.