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@article{205268,
        author = {Ms.Priya Thenissery and Ms. Suman Mishra},
        title = {Understanding Ethical Intentions in Students’ Use of Artificial Intelligence for Learning: The Role of Academic Integrity, Moral Reasoning, AI Literacy, and Social Influence},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {1},
        pages = {6469-6485},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=205268},
        abstract = {The rapid integration of artificial intelligence (AI) technologies into higher education has transformed the way students learn, access information, and complete academic tasks. AI-powered tools such as generative AI systems are increasingly being used for academic support, including content generation, problem-solving, and personalized learning. While these technologies offer substantial educational benefits, they also raise important ethical concerns related to academic integrity, responsible usage, and dependency on AI-assisted learning. Existing research has primarily focused on institutional adoption of AI, technological capabilities, and academic misconduct; however, limited attention has been given to understanding students’ ethical intentions underlying AI use in educational contexts. Addressing this gap, the present study examines the factors influencing students’ ethical intentions toward the use of AI for learning and study practices in higher education.
Grounded in the Theory of Planned Behavior and ethical decision-making perspectives, this study investigates the influence of academic integrity values, moral reasoning, AI literacy, social influence, and perceived learning benefits on ethical intention toward AI use. Ethical intention in this context refers to students’ value-based and moral decisions regarding whether AI should be used as a legitimate learning aid or merely as a means to improve grades and academic performance. By focusing on students’ perspectives, the study contributes to the growing discourse on responsible AI adoption in education.
A quantitative research design was employed using a structured questionnaire administered to undergraduate students in Bengaluru, India. Data were collected from 475 respondents representing diverse academic disciplines. The questionnaire consisted of 24 measurement items across six constructs measured using a five-point Likert scale. The collected data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to assess reliability, validity, and the relationships among constructs.
The findings are expected to demonstrate that ethical AI usage is significantly influenced by students’ academic integrity values, moral reasoning abilities, AI literacy, social environment, and perceived educational benefits of AI technologies. The study further highlights the importance of promoting ethical awareness and responsible AI practices in higher education. The results offer practical implications for educational institutions, policymakers, and educators seeking to develop AI governance frameworks and ethics-oriented AI literacy programs that encourage meaningful and responsible use of AI tools. By distinguishing AI as either a learning facilitator or an unethical shortcut, this study contributes to the development of student- centered approaches for ethical AI integration in higher education.},
        keywords = {Ethical intention; Artificial intelligence in education; Academic integrity; AI literacy; Moral reasoning; Social influence; Responsible AI use; Higher education.},
        month = {June},
        }