Ethical AI Use: Understanding Perception of Learning Outcomes and Equity

The integration of artificial intelligence (AI) in classrooms has transformed pedagogical and learning practices alike, allowing for greater student academic achievement. However, its ethical implications remain a critical concern, with educational institutions attempting to address (and often circumvent) the use of generative AI in assessment. By analysing existing literature and conducting semi-structured interviews and focus groups discussions with freshmen at a private university in Pakistan, this research qualitatively examines how generative AI tools impact student perceptions and positionality in debates about educational equity, learning outcomes, and ethical engagement with AI. To triangulate the findings, first year students were divided into experimental and control groups, with the former exposed to monthly AI training. Firstly, the findings showed that the use of generative AI, particularly ChatGPT, and subsequent discussions posit AI as both an obstacle and a path to educational equity. Additionally, AI use in universities is negotiated based on one’s positionality, with varying concerns for learning outcomes. There was a difference in trust in AI between the groups, with many vocalising and citing concerns such as algorithmic bias and an uneraseable digital footprint. Moreover, generative AI seems to be positioned differently in ethical understandings, as a personal and institutional ethical problem. This study provides a discussion about the appropriate practices for AI use in education, emphasising the need for clearer guidelines. It also highlights the fast-paced progress of generative AI and how debates and perceptions about these tools are still in their nascent phase.