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<p>Contrary to growing concerns among university faculty, our study finds that students demonstrate a principled and ethical stance toward the use of generative artificial intelligence (GenAI) in academic work. Drawing on data from an original survey, including a double-blind conjoint experiment, administered to 426 students across multiple faculties at the University of Bergen (UiB), Norway, we explore students’ use of AI tools, their attitudes toward academic integrity, and their demand for AI-related training. Our results indicate that practical experience with AI tools, rather than gender, faculty affiliation, or self-reported knowledge, most strongly predicts students’ attitudes, concerns, and learning needs. Students overwhelmingly oppose forms of AI use that compromise academic integrity, and express strong support for clear guidelines and institutional training. Moreover, the conjoint experiment indicates that students are cautious about using AI in ways that could be perceived as dishonest, reinforcing their ethical orientation. These findings challenge dominant faculty narratives that frame students as prone to misconduct, and instead position students as active, reflective users of AI who are seeking institutional support. We argue that universities must respond not with increased surveillance or control, but with trust-based pedagogical strategies and curriculum-integrated AI literacy initiatives that prepare students for the realities of an AI-augmented academic and professional future. The disruptive potential of AI in higher education is real, not because of student dishonesty, but because it challenges assumptions about authorship, assessment, and the boundaries of individual work.</p>

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Do our students deserve better than distrust? How students show high integrity in their attitudes towards using AI

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月26日

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  • Gry Ane Vikanes Lavik,
  • Ingunn Johanne Ness,
  • Erik Knudsen,
  • Stefan Sobolowski

摘要

Contrary to growing concerns among university faculty, our study finds that students demonstrate a principled and ethical stance toward the use of generative artificial intelligence (GenAI) in academic work. Drawing on data from an original survey, including a double-blind conjoint experiment, administered to 426 students across multiple faculties at the University of Bergen (UiB), Norway, we explore students’ use of AI tools, their attitudes toward academic integrity, and their demand for AI-related training. Our results indicate that practical experience with AI tools, rather than gender, faculty affiliation, or self-reported knowledge, most strongly predicts students’ attitudes, concerns, and learning needs. Students overwhelmingly oppose forms of AI use that compromise academic integrity, and express strong support for clear guidelines and institutional training. Moreover, the conjoint experiment indicates that students are cautious about using AI in ways that could be perceived as dishonest, reinforcing their ethical orientation. These findings challenge dominant faculty narratives that frame students as prone to misconduct, and instead position students as active, reflective users of AI who are seeking institutional support. We argue that universities must respond not with increased surveillance or control, but with trust-based pedagogical strategies and curriculum-integrated AI literacy initiatives that prepare students for the realities of an AI-augmented academic and professional future. The disruptive potential of AI in higher education is real, not because of student dishonesty, but because it challenges assumptions about authorship, assessment, and the boundaries of individual work.