Raising Ethical Awareness of GenAI Use Through Student Self-Assessment in the Transition to Higher Education

Abstract

Raising students’ ethical awareness of generative artificial intelligence (GenAI) is critical as higher education responds to rapid technological change. This study investigates how guided reflection embedded within self‑assessment can support students to engage responsibly and confidently with GenAI in learning and assessment, while maintaining academic integrity. The self‑assessment, designed to foster readiness and learner agency, prompted students to reflect on their use of GenAI for critical thinking, writing, and understanding disciplinary concepts, positioning them as reflective practitioners capable of navigating ethical dimensions of AI use. Data were collected through pre‑ and post‑semester surveys administered to commencing university students. Likert‑scale items measured confidence in academic and digital literacies, while an open‑text response invited reflection on the ethical implications of GenAI. Qualitative data were thematically analysed to examine ethical engagement and emerging learner agency. Findings indicate that students recognised both the benefits and limitations of GenAI, demonstrating ethical awareness and critical evaluation of its role in academic work. Reflections revealed tensions between efficiency and academic integrity, as well as uncertainty about institutional expectations. Students also reported an increased sense of personal responsibility, describing the reflective process as confidence‑building during their transition to university study. The evolving role of educators involves supporting students to engage critically and responsibly with emerging technologies. Embedding GenAI‑focused reflection within self‑assessment reframes ethical inquiry as a pedagogical strategy. This study contributes to scholarship on ethical GenAI use and offers a scalable, student‑centred approach that can be adapted across disciplines and year levels.