Generative Artificial Intelligence: Ethical Considerations and Its Impact on Students’ Cognitive Skills

Tamanna Jena; Surya Prakash Devara; Disha Jatania

doi:10.3991/ijet.v21i04.62294

Authors

Tamanna Jena Fairleigh Dickinson University, Vancouver, BC, Canada https://orcid.org/0000-0003-2703-7420
Surya Prakash Devara Fairleigh Dickinson University, Vancouver, BC, Canada https://orcid.org/0009-0005-7843-7426
Disha Jatania Fairleigh Dickinson University, Vancouver, BC, Canada https://orcid.org/0009-0002-8194-8516

DOI:

https://doi.org/10.3991/ijet.v21i04.62294

Keywords:

Generative AI, Cognitive Skills, Student Competencies, Ethical Concerns

Abstract

Generative artificial intelligence (AI) is rapidly transforming higher education, influencing how students learn, produce knowledge, and engage in assessments. This study examines the ethical implications of AI integration in university courses and its perceived impact on students’ cognitive skills. Using a mixed-methods secondary data analysis, survey data from 23,218 students across 109 countries and 252 teachers from China, Romania, India, and Brunei were analyzed to explore perceptions of AI capabilities, ethical boundaries, behavioral intentions, and cognitive outcomes. The results have shown that although students are aware of the potential of AI in improving the efficiency and content creation and assistance in the learning process, there are still concerns about overdependence, plagiarism, and lack of critical thinking. The views of faculty underline moral direction and the necessity of systematic assimilation. Developing upon these insights, a theoretical framework is developed that connects antecedent variables, behavior intentions and institutional context to two outcomes the cognitive impact and institutional influence. This framework offers a guide on how universities should introduce generative AI in a responsible manner, and strike a balance between ethical principles and training higher-order cognitive abilities.

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