Navigating the Grey Area: Students' Ethical Dilemmas in Using AI Tools for Coding Assignments

Abstract

<div align="center"><table width="100%" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="605"><p>Integrating artificial intelligence (AI) in higher education, particularly in coding assignments for Information Technology (IT) students, represents a rapidly evolving research area with significant implications for academic practices and integrity. This study focuses on the ethical challenges faced by IT students when using AI tools like ChatGPT for coding assignments. Despite the growing use of AI in education, there is a notable gap in understanding how students perceive and navigate the ethical dilemmas associated with these technologies. To address this gap, this study employed a thematic analysis of qualitative data collected from interviews with IT students. The results reveal a complex landscape of ethical considerations, including issues of originality, academic integrity, and the potential for misuse of AI tools. Students reported challenges in balancing the benefits of AI assistance with the need to maintain independent learning and adhere to ethical standards. The implications of this research are significant for educators, institutions, and policymakers. Understanding the ethical challenges students face can inform the development of more effective teaching strategies, assessment methods, and institutional policies. This study contributes to the ongoing dialogue about AI ethics in academia, providing valuable insights for creating an educational environment that leverages the power of AI while upholding the principles of academic integrity and meaningful learning.</p></td></tr></tbody></table></div>