Guidelines on the Use of Educational Artificial Intelligence Tools for High School Learners

Abstract

This study examined the integration of artificial intelligence (AI) tools in education and their implications for academic integrity among high school students at St. Agnes Academy. Using a sequential explanatory mixed-methods design, quantitative data were collected from 451 students across Grades 7 to 12 through online surveys, while qualitative insights were gathered from focus group discussions with 12 students, 12 teacher-advisers, and 12 school administrators. Statistical analysis and thematic coding revealed that AI writing and content generation tools were the most frequently used, with ChatGPT, Grammarly, and QuillBot cited as the top platforms. Students reported employing these tools to enhance grammar and clarity, generate ideas, create visual presentations, and improve research efficiency. Thematic analysis highlighted nuanced concerns about academic integrity, including challenges in detecting AI-generated content, blurred boundaries between support and substitution, and evolving notions of originality. In formative assessments, participants emphasized the importance of controlled testing environments, technical safeguards, and assessment-specific strategies. For research activities, themes underscored the need for source verification, positioning AI as a supplementary tool, and its influence on time management. Findings underscore the urgent need for comprehensive, context-sensitive guidelines that balance innovation with traditional academic values. The study advocates for a multi-faceted approach combining technological verification tools, ethical awareness-building, redesigned assessments emphasizing human insight, and regular policy review. Ultimately, institutions are encouraged to educate students on responsible AI use, establish transparent policies, and foster practices that safeguard academic integrity while embracing technological advancement.

Ähnliche Arbeiten