Student Perspectives on Responsible AI and Academic Integrity in Higher Education

Authors

Anthony Maina, Dedan Kimathi University of Technology, Kenya

Ann Kibui, Dedan Kimathi University of Technology, Kenya

Published in

IST-Africa 2026 Conference Proceedings

ISSN: 2576-8581

ISBN: 978-1-905824-76-2

DOI: https://doi.org/tbc

Publisher

IST-Africa Institute and IIMC International Information Management Corporation Ltd

Published in Ireland

Abstract

The integration of generative artificial intelligence into higher education has introduced unprecedented opportunities and significant challenges. We provide a detailed analysis of student perspectives on AI, synthesising qualitative data from three distinct student cohorts with academic principles in extant literature. Students highlight AI's benefits in streamlining academic tasks such as summarisation, research, and content generation. But the convenience is not viewed uncritically. Students also raise concerns over information accuracy, potential for intellectual laziness, and erosion of critical thinking skills. This duality in student perception necessitates a nuanced institutional response. A purely prohibitive approach to AI is likely to be ineffective and counterproductive. Instead, a more constructive path involves embracing AI as an educational tool while simultaneously establishing values-based policies and guidelines. By adopting such measures, academic institutions can foster a culture of responsible AI use that preserves academic integrity while also preparing students for a technologically oriented future.

Keywords

generative AI, responsible AI, academic integrity, higher education

Cite this paper

A. Maina and A. Kibui (2026) "Student Perspectives on Responsible AI and Academic Integrity in Higher Education", IST-Africa 2026 Conference Proceedings, Miriam Cunningham and Paul Cunningham (Eds), IST-Africa Institute and IIMC, 2026, ISSN: 2576-8581, ISBN: 978-1-905824-76-2, https://doi.org/tbc

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