BETWEEN TRUST AND UNCERTAINTY: HOW STUDENTS CONSTRUCT ETHICAL BOUNDARIES IN AI-DRIVEN LEARNING
DOI:
https://doi.org/10.18623/rvd.v22.n4.3741Palavras-chave:
AI in Education, Academic Trust, Student Ethics, Authorship, Emotional BurdenResumo
As artificial intelligence becomes more embedded in academic settings, questions of trust, authorship, and ethical responsibility become increasingly urgent—especially in contexts where institutional policy is vague or absent. This qualitative study explores how undergraduate students interpret and navigate the ethical use of AI tools in learning environments lacking clear guidelines. Twelve students participated in semi-structured interviews focused on their perceptions of fairness, authorship, and moral boundaries when engaging with AI technologies. Thematic analysis revealed three key patterns shaping students’ trust and use of AI: reading institutional signals to interpret what is implicitly allowed, managing emotional risks such as guilt or anxiety in the absence of policy clarity, and maintaining personal authority over their academic work despite AI involvement. Rather than relying solely on rules, students constructed their own frameworks for responsible use—often guided by emotional cues, peer discussion, and personal values. These findings suggest that ethical AI literacy requires more than technical competence; it demands shared dialogue, emotional safety, and participatory policy-making. The study calls for institutions to move beyond compliance models and engage students as co-authors of ethical practice in AI-augmented education.
Referências
Adams, C., Pente, P., Lemermeyer, G., Turville, J., & Rockwell, G. (2022). Artificial intelligence and teachers’ new ethical obligations. The International Review of Information Ethics, 31(1). https://doi.org/10.29173/irie483
Ahuja, A. S., Polascik, B. W., Doddapaneni, D., Byrnes, E. S., & Sridhar, J. (2023). The digital metaverse: Applications in artificial intelligence, medical education, and integrative health. Integrative Medicine Research, 12(1), 100917. https://doi.org/10.1016/j.imr.2022.100917
Berendt, B. (2019). AI for the common good?! Pitfalls, challenges, and ethics pen-testing. Paladyn, Journal of Behavioral Robotics, 10(1), 44–65. https://doi.org/10.1515/pjbr-2019-0004
Bullock, J. B., Pauketat, J. V. T., Huang, H., Wang, Y.-F., & Anthis, J. R. (2025). Public opinion and the rise of digital minds: Perceived risk, trust, and regulation support. arXiv preprint. https://doi.org/10.48550/arXiv.2504.21849
Choung, H., David, P., & Ross, A. (2022). Trust in AI and its role in the acceptance of AI technologies. International Journal of Human-Computer Interaction, 38(6), 1–15. https://doi.org/10.1080/10447318.2022.2050543
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Das, B. C., Amini, M. H., & Wu, Y. (2024). Security and privacy challenges of large language models: A survey. arXiv preprint arXiv:2402.00888. https://doi.org/10.48550/arXiv.2402.00888
Ding, J., Li, B., Xu, C., Qiao, Y., & Zhang, L. (2023). Diagnosing crop diseases based on domain-adaptive pre-training BERT of electronic medical records. Applied Intelligence, 53(12), 15979–15992. https://doi.org/10.1007/s10489-022-04346-x
EP Committee. (2021). European Parliament resolution of 19 May 2021 on artificial intelligence in education, culture and the audiovisual sector (2020/2017 (INI)) [Resolution]. European Parliament. https://www.europarl.europa.eu/doceo/document/TA-9-2021-0238_EN.html
Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence, 1(9), 389–399. https://doi.org/10.1038/s42256-019-0088-2
Kahneman, D., & Egan, P. (2011). Thinking, fast and slow. Farrar, Straus and Giroux. https://writemac.com/wp-content/uploads/2021/07/Thinking-Fast-and-Slow.pdf
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kieslich, K., Keller, B., & Starke, C. (2022). Artificial intelligence ethics by design: Evaluating public perception on the importance of ethical design principles of artificial intelligence. Big Data & Society, 9(1), 20539517221092956. https://doi.org/10.1177/20539517221092956
Lai, T., Xie, C., Ruan, M., Wang, Z., Lu, H., & Fu, S. (2023). Influence of artificial intelligence in education on adolescents’ social adaptability: The mediatory role of social support. PLoS ONE, 18(3), e0283170. https://doi.org/10.1371/journal.pone.0283170
Lazarus, R. S. (1991). Emotion and adaptation. Oxford University Press. https://books.google.com
Li, Y., Zhu, Y., & Fan, X. (2024). Exploration and enlightenment of adolescent artificial intelligence ethics education: A case study of MIT. Modern Distance Education, 1–13. https://chn.oversea.cnki.net/kcms/detail/detail.aspx?filename=YUAN202401001&dbcode=CJFQ&dbname=CJFDLAST2024
Liu, Y., Han, T., Ma, S., Zhang, J., Yang, Y., Tian, J., … Ge, B. (2023). Summary of ChatGPT-related research and perspective towards the future of large language models. Meta-Radiology, 100017. https://doi.org/10.1016/j.metrad.2023.100017
Mutimukwe, C., Viberg, O., Oberg, L. M., & Cerratto-Pargman, T. (2022). Students’ privacy concerns in learning analytics: Model development. British Journal of Educational Technology, 53(4), 932–951. https://doi.org/10.1111/bjet.13234
NSW Government. (2023). Australian framework for generative artificial intelligence in schools: Consultation paper. NSW Government. https://education.nsw.gov.au/content/dam/main-education/about-us/strategies-and-reports/consultation-items/AI_Consultation_Paper.pdf
Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577
Pratama, M. P., Sampelolo, R., & Lura, H. (2023). Revolutionizing education: Harnessing the power of artificial intelligence for personalized learning. Klasikal: Journal of Education, Language Teaching and Science, 5(2), 350–357. https://doi.org/10.52208/klasikal.v5i2.877
Qin, A., Jingmei, Y., Xiaoshu, X., Yunfeng, Z., & Huanhuan, Z. (2024). Decoding AI ethics from users’ lens in education: A systematic review. Heliyon, 10(20), e39357. https://doi.org/10.1016/j.heliyon.2024.e39357
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (No. JRC107466). Joint Research Centre (Seville site). https://ideas.repec.org/p/ipt/iptwpa/jrc107466.html
Smith, V., Shamsabadi, A. S., Ashurst, C., & Weller, A. (2023). Identifying and mitigating privacy risks stemming from language models: A survey. arXiv preprint arXiv:2310.01424. https://doi.org/10.48550/arXiv.2310.01424
UNESCO. (2019). Beijing consensus on artificial intelligence and education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000368303
UNESCO. (2021). Recommendation on the ethics of artificial intelligence. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381137
Wang, N., Wang, X., & Su, Y. S. (2024). Critical analysis of the technological affordances, challenges and future directions of generative AI in education: A systematic review. Asia Pacific Journal of Education, 1–17. https://doi.org/10.1080/02188791.2024.2305156
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Submeto (emos) o presente trabalho, texto original e inédito, de minha (nossa) autoria, à avaliação de Veredas do Direito - Revista de Direito, e concordo (amos) que os direitos autorais a ele referentes se tornem propriedade exclusiva da Revista Veredas, sendo vedada qualquer reprodução total ou parcial, em qualquer outra parte ou outro meio de divulgação impresso ou eletrônico, dissociado de Veredas do Direito, sem que a necessária e prévia autorização seja solicitada por escrito e obtida junto ao Editor-gerente. Declaro (amos) ainda que não existe conflito de interesse entre o tema abordado, o (s) autor (es) e empresas, instituições ou indivíduos.
Reconheço (Reconhecemos) ainda que Veredas está licenciada sob uma LICENÇA CREATIVE COMMONS:
Licença Creative Commons Attribution 3.0
