No clear line in the sand: Student perceptions of ethical and practical uses of generative AI.

Abstract

The discourse surrounding artificial intelligence (AI) in higher education has reached a critical juncture, often framed as a crisis. This paper, co-authored with undergraduate social science students, explores the nuanced and evolving role of generative AI (GenAI) in academic settings. Through a focus group discussion, we examine how students engage with GenAI as a means to enhance learning and augment cognitive practices, structure assignments, and managing time constraints. Our findings challenge dominant narratives that view AI use as binary—either wholly unacceptable or entirely embraced—highlighting instead a spectrum of engagement shaped by ethical considerations, institutional uncertainty, and evolving student competencies. Students express anxieties about AI detection, fairness, and broader socio-economic concerns, yet also demonstrate a pragmatic approach to integrating GenAI into their studies. This paper argues for a pedagogical shift: rather than positioning GenAI as an external threat, we suggest universities incorporate structured, transparent AI literacy into curricula, fostering informed and ethical usage. Our recommendations emphasise student collaboration to shape policy-making, create discipline-specific AI guidelines, and the integration of GenAI as a skill development tool.