Let’s Get Ethical: An Exploration of Undergraduate Decision Making Regarding the Use of Generative Artificial Intelligence

Abstract

The rapid rise of generative artificial intelligence (GenAI) has prompted students at Indiana University Bloomington (IUB) to confront questions about its ethical use in coursework, especially in the absence of consistent university policies and guidelines. This study explores undergraduate students’ perceptions and beliefs regarding the ethical use of GenAI in academic work. Specifically, it addresses two research questions: (1) How do IUB undergraduate students define the ethical use of GenAI in their academic work? and (2) What factors influence students’ decisions to use GenAI? Understanding these questions is critical as GenAI becomes increasingly prevalent in higher education. Faculty and staff must grasp the motivations behind students’ use of GenAI to establish shared expectations for ethical AI use and the situations it is appropriate. Grounded in Rest’s Four Component Model of Moral Decision Making, this study employed an open-ended qualitative survey distributed across the Bloomington campus to collect student perspectives. Thematic analysis of the narrative survey responses will reveal key themes regarding when students consider GenAI use appropriate and the factors influencing their decisions. Findings aim to inform institutional policies and foster alignment between educators and students on ethical GenAI use for students’ coursework.