Understanding Students' Perceptions of Ethics in <scp>AI</scp> Use through the Lens of Floridi's Unified Framework of Ethical Principles for <scp>AI</scp>

ABSTRACT Explorations of AI use in higher education have included ethical concerns, though primarily have taken a broad view, focusing on concerns with academic integrity and plagiarism. More nuanced explorations into the ethics of AI use, especially from a qualitative perspective, have been lacking. Utilizing Floridi's unified framework of ethical principles for AI as a guide, this study addresses this gap with a qualitative exploration of undergraduate students' perceptions of the ethical underpinnings of AI tools in the context of use for course work completion. Findings suggest that beneficence, non‐maleficence, and autonomy are clearly present in students' perceptions of ethics in AI, but justice and explicability were not. This suggests a deeper understanding of ethics in AI use beyond fear of plagiarism, but a noted lack of understanding around the true nature or impact of AI. These findings invite additional research around students' understanding of AI and the inclusion of faculty.