<![CDATA[The growing use of generative artificial intelligence (GenAI) in higher education offers learning benefits but raises concerns about academic integrity, transparency, and students’ independent thinking. This study examined students’ perspectives on GenAI usage policies and their needs regarding policy implementation. A descriptive survey design was employed, involving 187 students who were familiar with or had used GenAI for academic purposes. Data were collected through a questionnaire comprising closed- and open-ended questions. Quantitative data were analyzed using descriptive statistics, item–total association and internal consistency analyses, the Kruskal–Wallis test, and Spearman’s correlation. Qualitative responses were analyzed thematically, with both data strands integrated during interpretation. The overall mean score was 4.03 (80.57%). Relevance and learning support received the highest score (83.24%), whereas clarity and understanding of policies received the lowest (77.46%). No statistically significant differences in students’ perspectives were found across GenAI usage-frequency groups. The qualitative findings highlighted students’ needs for clearer guidelines on acceptable AI use, improved AI literacy, transparent disclosure practices, appropriate monitoring and consequences for violations, and policies responsive to technological developments. Overall, students viewed GenAI as a supportive learning tool rather than a substitute for independent thinking and academic responsibility. These findings underscore the need for clear, transparent, and adaptable higher education policies that facilitate responsible GenAI use while safeguarding academic integrity and student autonomy.]]>
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