<![CDATA[The rapid emergence of Generative Artificial Intelligence (GenAI) has sparked a paradigm shift in higher education, placing students at the intersection of technological innovation and ethical ambiguity. This study provides a qualitative systematic review of existing literature to explore the intricate relationship between ethics, trust, and adoption in student perceptions of GenAI. Utilizing a thematic synthesis approach, the research analyzes diverse academic studies to identify recurring patterns in how students navigate these tools. Findings reveal that while GenAI is highly valued for its ability to enhance productivity and personalized learning, adoption is significantly hindered by "ethical anxiety"—concerns regarding academic integrity, data privacy, and the potential loss of critical thinking skills. Trust is identified as a multi-dimensional construct, heavily dependent on institutional transparency and the clarity of AI-usage policies. This review concludes that for GenAI to be successfully integrated, higher education must move beyond functional training toward a framework of ethical literacy. The results offer strategic insights for educators and policymakers to foster a responsible AI-driven academic environment.]]>
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