<![CDATA[Generative artificial intelligence (GAI) is increasingly being used in students' academic writing, posing challenges to ethics and academic integrity. This study aims to analyze patterns of GAI usage, ethical attitudes, and students' epistemic vigilance and critical literacy regarding its use. A quantitative approach with a cross-sectional descriptive survey design was employed. Data were collected via a structured online questionnaire from 33 purposively selected students in Indonesia and analyzed using frequency distributions, descriptive statistics, Wilson 95% confidence intervals, and logical intersection analysis of survey items. The results indicate that GAI is primarily utilized for brainstorming ideas (84.8%), accelerating task completion (78.8%), and paraphrasing or summarizing (69.7%). While most students demonstrated high levels of epistemic vigilance and critical literacy, a gap exists between stated attitudes and actual practices. Although 97.0% of respondents claimed to always verify GAI output, only 39.4% explicitly denied ever using raw output. Furthermore, while 75.8% of respondents expressed concern regarding plagiarism, only a small fraction explicitly categorized the use of GAI-generated sentences as plagiarism. These findings suggest that awareness of academic integrity is not yet fully aligned with GAI usage practices. Consequently, there is a need for more operational policies regarding GAI usage based on specific functions as well as the strengthening of students' verification skills and critical literacy]]>
