ETHICAL CONSIDERATIONS OF THE DIGITAL AGE IN HIGHER EDUCATION: An Interview-based Study of Student Experiences with ChatGPT as an Example of Generative AI

Abstract

This thesis investigates the ethical considerations surrounding the perception of generative artificial intelligence (GAI), such as ChatGPT, in higher education through the lens of Actor-Network Theory (ANT). As AI technologies become increasingly widespread in academic settings, this study aims to examine the ethical implications of using ChatGPT in higher education from the viewpoint of students. Utilizing ANT as a theoretical framework, the research adopts a qualitative approach, engaging higher education students in semi-structured interviews to explore their interactions with ChatGPT and other GAI tools within the network of human and non-human actors. The findings highlight a complex ethical landscape where students articulate varied perspectives on academic integrity, the authenticity of AI-assisted work, and the broader implications for learning and scholarship. The analysis reveals that while some participants value the efficiency and support offered by ChatGPT, concerns persist about originality, personal effort, and the erosion of human intellectual contributions in education. By applying ANT, this study elucidates the dynamic relationships and negotiations between students, and GAI technologies, advocating for nuanced ethical guidelines that support responsible AI use. This research underscores the importance of adaptable ethical frameworks in education that evolve with AI advancements, ensuring that technological integration enriches rather than undermines academic integrity. By mapping the intricate actor-networks involving students, GAI tools, and educational institutions, the thesis enriches the discourse on technology ethics in education, providing both theoretical and empirical insights for policymakers, educators, and students on navigating the ethical use of AI in learning environments.