High School Students' Perceptions and Awareness on the Ethical Implications of Artificial Intelligence

Authors

  • VENUS CLAIRE TANGID Graduate School Quirino State University/DOÑA JOSEFA E. MARCOS HIGH SCHOOL/Department of Education- Isabela Author

DOI:

https://doi.org/10.64358/sih.v2i1.71

Keywords:

Students perceptions and awareness on the ethical implications of Artificial Intelligence in Cordon, Isabela

Abstract

This study investigated the perceptions and awareness of 233 junior and senior high school students in Cordon, Isabela, Philippines, regarding the ethical implications of Artificial Intelligence (AI) during the 2025–2026 academic year. Utilizing a quantitative descriptive research design, data were collected through a structured survey adapted from validated instruments to measure students’ views on AI benefits, risks, and ethical responsibilities. The findings revealed that students possess a commendable grasp of AI ethics, specifically acknowledging that AI should serve as a supplemental learning tool rather than a replacement for intellectual effort. While the student body demonstrated high awareness of academic integrity prioritizing originality and honesty their understanding of data privacy was found to be less robust, indicating a need for targeted instructional support. Statistical analysis indicated that gender is not a significant factor in perceiving AI utility. However, age and grade level are determining factors; senior high school students perceive AI as a more effective and beneficial resource compared to their junior high counterparts. Furthermore, a direct correlation was observed between the frequency of AI exposure and ethical awareness, with "power users" exhibiting a more sophisticated understanding of data privacy and responsible use. The study concludes that while students are ethically conscientious, structured educational initiatives are essential to deepen their comprehension of digital privacy and the long-term moral consequences of AI integration in education.

References

Basch, C. H., Meleo-Erwin, Z., Fera, J., & Basch, C. E. (2025). Perceptions of artificial intelligence in higher education: A cross-sectional study of student attitudes and ethical concerns. Journal of Educational Technology Systems, 53(2), 145–158. https://doi.org/10.1177/00472395241289432

Chan, C. K. Y. (2023). A comprehensive AI policy framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 1–25. https://doi.org/10.1186/s41239-023-00408-5

Chiu, T. K. (2023). The impact of Generative AI (GenAI) on practices of justice and equity in higher education. Computers and Education: Artificial Intelligence, 5, 100165. https://doi.org/10.1016/j.caeai.2023.100165

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

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-w

Falcon, R. M. G., Alcazar, R. M. U., Babaran, H. G., Caragay, B. D. B., Corpuz, C. A. A., Kho, M. V. S., Perez, A. C. N., & Isip-Tan, I. T. C. (2024). Exploring Filipino medical students’ attitudes and perceptions of artificial intelligence in medical education: A mixed-methods study. MedEdPublish, 14, 282. https://doi.org/10.12688/mep.20590.1

Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(1), 1–15. https://doi.org/10.1080/14703297.2023.2195846

Fietier, N., Henchoz, Y., & Huguenin, K. (2024). Gender differences in online privacy concerns and behaviors: A large-scale study. Computers in Human Behavior, 151, 108011. https://doi.org/10.1016/j.chb.2023.108011

Grassini, S. (2023). Shaping the future of education: Exploring student perspectives on ChatGPT adoption. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692

Kuhail, M. A., Alturki, N., Alramlawi, S., & Al Kahloot, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1002. https://doi.org/10.1007/s10639-022-11177-3

Lutz, C. (2019). Digital inequalities in the age of artificial intelligence and big data. Human Behavior and Emerging Technologies, 1(2), 141–148. https://doi.org/10.1002/hbe2.140

Mollick, E. R. (2023). The shaping of us: How AI will change the way we work and live. Wharton School Press. https://doi.org/10.1111/j.1540-5885.2023.01357.x

Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9

Sajja, R., Sermet, Y., Cikmaz, M., Cwiertny, D., & Demir, I. (2023). Artificial intelligence-enabled intelligent assistant for personalized and adaptive learning in higher education. arXiv. https://doi.org/10.48550/arxiv.2309.10892

Shneiderman, B. (2022). Human-centered AI. Oxford University Press. https://doi.org/10.1093/oso/9780192845290.001.0001

Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for enhancing AI literacy in higher education. Journal of Educational Computing Research, 61(4). https://doi.org/10.1177/07356331231183036

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.17

Thelma, M. C., Reyes, L. D., & Bongalos, T. (2025). Digital ethics and AI literacy among Senior High School students in the Eastern Philippines. Philippine Journal of Science and Technology Education, 8(1), 12–29. https://doi.org/10.5281/zenodo.11204558

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Chang, B. (2024). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 11(1), 1–24. https://doi.org/10.1186/s40561-023-00237-x

Venkatesh, V., Sykes, T. A., & Zhang, X. (2022). ICT for development: A gendered perspective on the role of gender-based inequality in the adoption and use of technologies. MIS Quarterly, 46(1), 169–212. https://doi.org/10.25300/MISQ/2021/15053

Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312418

Downloads

Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

Section

Articles

License

Copyright (c) 2026 Studies in Interdisciplinary Horizons

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This article is licensed under a Creative Commons Attribution Noncommercial 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Under this license, you may not use the material for any commercial purposes.

The images or other third-party material in this article are included under the Creative Commons license, unless indicated otherwise in a credit line to the material.