Generative AI chatbots in higher education: Student experiences and perceived ethical challenges
Year: 2025
Type: article
Abstract: The integration of generative artificial intelligence (GAI) chatbots in higher education has introduced both opportunities and challenges for students’ academic practices. To date, most qualitative research has examined the implications of this phenomenon for teaching practices and the experiences of teachers. This explorative study investigates how students use GAI chatbots in their studies and how they evaluate AI generated text, particularly in relation to academic integrity, reliability, and ethical norms. Using a qualitative research approach, we conducted semi-structured interviews with higher education students to a) examine students’ experiences of using GAI chatbots in their academic studies, and b) to explore how students perceive the ethical impact of using chatbots on their studies. The findings reveal that while students use GAI chatbots to support writing, idea generation, and language improvement, they also face challenges related to plagiarism concerns, the reliability of AI-generated content, and the lack of clear institutional guidelines on responsible AI use. Additionally, the study highlights how students develop individual strategies to navigate these challenges, including seeking validation from educators and critically assessing AI-generated outputs. The findings emphasize the need for clearer academic policies and ethical frameworks to support students in making informed and responsible decisions about the use of GAI chatbots in higher education.
Source: Computers and Education Open
Institutions: Linköping University, Stockholm University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,390
OpenAlex ID: W4416405302