Đạo đức trong sử dụng trí tuệ nhân tạo tạo sinh của sinh viên đại học: Nghiên cứu trường hợp tại Trường Đại học Khoa học - Đại học Thái Nguyên

Tóm tắt

Generative artificial intelligence (GenAI) is reshaping university learning while raising concerns about academic integrity, accountability, privacy, bias, learner autonomy, and equitable access. This study examines how students in a bounded institutional case identify, judge, prioritise, and act on ethical issues related to GenAI use. A qualitative case study was conducted with 28 students at the University of Sciences, Thai Nguyen University. Six themes were developed: students viewed GenAI as a support tool while retaining final responsibility; the boundary between legitimate assistance and misconduct depended on whether GenAI displaced the targeted thinking; disclosure was endorsed but inconsistently practised; verification weakened under time pressure; privacy, bias, and unequal access remained ethical blind spots; and students expected task-specific guidance. The findings represent participants’ accounts rather than direct observations of behaviour. The awareness–action gap was shaped by motivation, AI literacy, peer norms, assessment design, policy clarity, and moral disengagement. Universities should adopt a conditionally permissive, task-specific approach, require proportionate disclosure, strengthen verification and data-protection competencies, and document learning processes.