<![CDATA[The increasing use of Artificial Intelligence (AI) in higher education provides students with greater access to information and academic support while raising concerns about academic ethics and integrity. This study aims to examine students’ academic ethics in the use of AI for learning activities, focusing on forms of AI use, ethical practices, perceived impacts, and lecturers’ responses. The study employed a qualitative approach with a phenomenological design. Participants were selected through purposive sampling and consisted of university students and lecturers. Data were collected through in-depth interviews and observations and analyzed using the Miles and Huberman framework of data reduction, data display, and conclusion drawing. The findings indicate that students use AI for searching for information, preparing academic assignments, developing presentation materials, and supporting the preparation of final research projects. However, AI use was not consistently accompanied by responsible academic practices. Most interviewed students reported that they did not routinely verify AI-generated information, paraphrase or substantially edit AI-generated responses, or disclose their use of AI in academic assignments. The findings also indicate perceived dependence on AI, reduced engagement with academic reading, and difficulties in independently developing analytical responses. Lecturers responded by strengthening oral presentations, direct questioning, revision based on scholarly sources, and requirements for academic references. These findings highlight the need to strengthen AI literacy and establish clear institutional guidance that promotes transparent, responsible, and academically meaningful AI use while maintaining students’ intellectual responsibility and academic integrity.]]>
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