Exploring Ethical Awareness and Learning Impact: A Study on the Use of ChatGPT and Generative AI in Higher Education

The rapid adoption of generative AI (GenAI) tools like ChatGPT is reshaping higher education by transforming how students access information, engage with content, and develop academic skills. These tools offer personalised feedback, encourage self-directed learning, and support knowledge construction. However, their increasing use also raises concerns about academic integrity, ethical awareness, and potential impacts on critical thinking.This study examines the use of GenAI tools among postgraduate students in the Engineering Management programme at the University of York. Employing a mixed-methods approach, data were collected via a survey of 42 students and semi-structured interviews with 15 academic staff. The research explores student motivations, ethical perceptions, and the influence of GenAI on academic development.Findings indicate that over 90% of students use GenAI primarily for formative tasks such as research, idea generation, and writing support, driven by goals of efficiency, conceptual understanding, and overcoming language barriers. While many perceive GenAI as empowering independent learning, concerns about over-reliance and ethical implications persist. Institutional support and policy clarity were found lacking, highlighting the need for inclusive digital literacy training and clear guidelines.Academic staff stress the importance of aligning AI use with learning objectives and enhancing faculty training. To maximise benefits while preserving academic integrity, a balanced, human-centred approach to GenAI integration is essential, combining innovation with ethical responsibility.