Academic Ethics in the Age of AI: A Study of Teachers Perceptions of Students Misuse of Technology

Abstract

The development of artificial intelligence (AI) has brought significant changes to learning practices in educational settings, while also raising new challenges related to academic ethics. Easy access to various AI-based applications has the potential to encourage technology misuse by students, such as plagiarism, reliance on automated systems, and reduced academic honesty. This study aims to analyze teachers' perceptions of the phenomenon of AI-based technology misuse by students and its implications for academic ethics values in educational institutions. This study used a qualitative approach with a descriptive study method, involving secondary school teachers as key informants. Data were collected through in-depth interviews and open-ended questionnaires, then analyzed using thematic analysis techniques. The results show that most teachers view AI as a tool with positive pedagogical potential, but also raise concerns regarding decreased academic integrity, weakened critical thinking processes, and blurred boundaries between learning assistance and academic cheating. Teachers also believe that limited regulations, low ethical digital literacy, and a lack of institutional guidance increase the risk of technology misuse by students. This study emphasizes the importance of strengthening academic ethics through the integration of AI literacy, the development of adaptive school policies, and the active role of teachers in guiding the responsible use of technology. It is hoped that these findings can form the basis for formulating educational strategies that are in line with technological developments without ignoring the values of honesty and academic integrity