Students’ Ethical Perceptions of Artificial Intelligence Use: An Opportunity for Developing a Personal Ethical Compass

This study examines students’ ethical perceptions regarding the use of artificial intelligence (AI) in academic settings, focusing on the relationship between students' engagement in unethical behaviors related AI and their expectations for ethical guidance from faculty members. It addresses the tension between institutional academic integrity policies and the practical reality shaped by students’ exposure to evolving labor market norms. A quantitative survey was conducted among 399 students from six academic institutions in Israel. The research instrument consisted of a Likert-scale questionnaire measuring perceptions of unethical behavior, the perceived impact of AI use on academic performance, and expectations for ethical instruction. Data were analyzed using exploratory factor analysis (EFA) and structural equation modeling (SEM) to examine the hypothesized relationships. The findings revealed that students who reported higher levels of ethically questionable AI use also perceived improved academic performance. At the same time, they expressed a strong desire for ethical mentoring from their instructors. This paradox highlights a pragmatic approach to academic achievement, coupled with a genuine need for moral guidance within a rapidly evolving technological environment. The study has practical implications for fields such as education, the humanities, social sciences, and business—disciplines where generative AI tools are becoming increasingly prevalent. It is particularly relevant for academic policy-makers, curriculum designers, and educators seeking to promote ethical awareness and critical engagement with AI technologies in higher education. The novelty of this study lies in identifying the “ethical paradox” experienced by students—combining rule-bending behavior with a call for ethical direction. Rather than viewing this as failure or contradiction, the study frames it as an opportunity to cultivate a personal ethical compass that bridges academic values and professional readiness. This perspective offers a new pedagogical framework for fostering ethical development in the age of generative AI.