<![CDATA[The rapid advancement of artificial intelligence (AI) tools such as ChatGPT, Copilot, and Gemini has significantly transformed how university students engage with academic tasks and learning processes. However, the widespread use of these tools has not been accompanied by an adequate understanding of ethical considerations. This study aims to analyze the relationship between AI digital literacy and students' ethical perceptions of AI usage in academic contexts. A quantitative approach with a correlational design was employed, involving 175 Educational Technology students from Universitas Negeri Makassar selected through stratified random sampling. The research instruments consisted of two Likert-scale questionnaires measuring dimensions of technical skills, critical evaluation, ethical awareness, AI collaboration, and ethical perceptions. Descriptive statistics showed that ethical perception scored the highest average (M = 3.80), while critical evaluation scored the lowest (M = 3.25). Assumption tests confirmed normality, linearity, and homoscedasticity. Pearson correlation analysis revealed a significant positive relationship between AI digital literacy and ethical perception (r = 0.542, p < 0.001), with ethical awareness showing the strongest correlation (r = 0.612). These findings underscore the importance of enhancing digital literacy that encompasses not only technical and critical skills but also ethical understanding, to promote responsible AI use in academic environments.]]>
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