CHAPTER I

INTRODUCTION

Background of the Study

Education in the 21st century has changed significantly, with new advanced

methods and tools reshaping how learning takes place (Reaves, 2019). A big part of this

shift is how artificial intelligence (AI) is becoming more involved in education. AI is a field

of computer science that aims to create machines that can perform tasks that would

typically require human intelligence, such as understanding natural language,

recognizing objects and images, and making decisions. At its core, AI is the simulation

of human intelligence in machines that are programmed to think and learn like humans

(Tiwari, 2023). With recent tech advancements, AI-powered tools are now easier to

access and more common in education, helping make learning more personalized and

effective.

Information technologies, particularly artificial intelligence (AI), are revolutionizing

modern education. AI algorithms and educational robots are now integral to learning

management and training systems, providing support for a wide array of teaching and

learning activities (Wang, 2024). The emergence of AI tools is a double-edged sword.

On one hand, the ready availability of these tools can have positive implications for

education, research, and learning. At the same time, the indiscriminate use of these

tools is clearly detrimental to academic goals (Devarajan et al, 2024). According to

UNESCO (2023), Artificial Intelligence (AI) has the potential to address some of the

biggest challenges in education today. However, rapid technological developments

debates and regulatory frameworks.

As AI continues to evolve, it promises to augment human creativity and ingenuity

in unprecedented ways, fostering a new era of scientific innovation (Padakanti, 2024).

Anyhow, the development of any new innovative technology has some drawbacks,

likewise, the prevalence of artificial intelligence (AI) technology has concerns regarding

the negative impacts on students’ academic and real-life performance (Basha, 2024).

The rapid increasing adoption of AI in academics also raises critical ethical concerns

that must be addressed to safeguard the integrity and fairness of educational

environments and promote the use of human intelligence in academics rather than

using AI for everything just to save time, efforts and energy (Vashistha, 2025). As AI

systems become increasingly integral to various sectors, the need for comprehensive

regulation and policy becomes paramount to ensure these technologies are harnessed

responsibly and ethically (Cadet, 2024).

STEM education is a complex system, from a system perspective, consisting of

interdependent elements, including subject, information, medium, and environment. The

application of AI, as a critical technology element, should take careful consideration of

these complex factors, to achieve a high-quality STEM education (Xu & Ouyang, 2022).

Although AI-driven educational assessment has the potential to assess students’

learning automatically and reduce the workload of instructors, there is still a lack of

review works to holistically examine the field of AI-driven educational assessment,

especially in the STEM education context (Dinh, 2023).

benefits and drawbacks, policies and regulations of AI-use – its ethical implications in

STEM-Med fields haven’t been fully explored. There is a limited knowledge of AI

integration in STEM-Med education specifically. Most research often overlook the

unique ethical challenges STEM-Med students face, given the high ethical standards

expected in their future careers. This study explores the ethical concerns of using AI in

academic work among STEM-Med students, focusing on its impact on academic

integrity, fairness, privacy, and existing institutional policies. This study aims to shed

light on the responsible use of AI in STEM-Med education through a literature review.

The findings will help shape ethical frameworks and policy recommendations, ensuring

that AI is integrated into academic settings in a way that upholds both ethical and

professional standards.

Statement of the Problem

This study aims to explore the ethical considerations of AI-assisted academic

performance. In particular, this study seeks to address the following questions:

1. What are the primary ethical concerns related to AI-assisted

academic performance?

2. What are the proposed guidelines for AI in academics?

learning styles, their ability to think critically, and their reliance on

technology?

Theoretical Framework

It has been observed that using Artificial Intelligence in STEM students has been

too much, to the point that they become more reliant on automated tools to complete

their work. As stated by Chan & Lee (2023); Korn & Kelly (2023); Oliver (2023); Zhai

(2022), some academics argue that this could have a negative impact on the quality of

education and ultimately harm the students’ learning outcomes. Accordingly, ethical

norms in education are being violated. However, like many human actions, ethical

issues are rarely confined to a single theory. Ethics applied to any form of social

practice often involve a combination of perspectives (Colnerud et al., 2009). As these

also contribute to the creation of the human experience, aside from the ethical

consideration in using AI, academic integrity is also examined to be impacted by

behavioral and environmental factors.

The theoretical underpinnings of this study is Utilitarianism Theory by Jeremy

Bentham (1747-1832) and John Stuart Mill (1806-1873) and Deontology by Immanuel

Kant (1724-1804).

Utilitarianism, a consequentialist ethical theory developed by Jeremy Bentham

and later refined by John Stuart Mill, emphasizes that actions are morally right if they

promote the greatest happiness or overall well-being for the greatest number of people

(Bentham, 1789; Mill, 1863). In the context of academic integrity among STEM
students, utilitarian principles can be applied to highlight the importance of honesty and

ethical conduct in academic work. Upholding academic integrity ensures that knowledge

and skills acquired by STEM students are genuine and reflective of their abilities, which

ultimately benefits society by producing competent professionals who can contribute

positively to scientific and technological advancements. Conversely, engaging in

academic dishonesty, such as plagiarism or cheating, may provide short-term benefits

to individuals but undermines the credibility of the educational system and harms the

collective good. Rule utilitarianism, which advocates following rules that promote the

greatest overall happiness, suggests that maintaining academic integrity is essential in

preserving trust, fairness, and long-term success within academic and professional

environments. By adhering to principles of honesty and accountability, STEM students

not only safeguard their future but also contribute to the ethical advancement of society.

Deontological Theory provides a solid base for academic integrity among STEM

students particularly Kantian duty-based ethics. According to Immanuel Kant (1788),

regardless of the consequences, deontology Stresses ethical duties and compliance to

ethical principles. To uphold honesty, fairness, and accountability in their academic

pursuits it aligns directly with the responsibility of students to uphold honesty, fairness,

and accountability in their academic pursuits. For STEM students, for their future

profession, academic integrity is not just a rule but a duty one that ensures they develop

the necessary knowledge and ethical mindset. STEM graduates are entrusted with

human lives, technological advancements, and groundbreaking discoveries, whether in

medicine, engineering, or scientific research. Students undermine the reliability of their

education and the trust that society places in their expertise If they violate academic
integrity by cheating, plagiarizing, or misusing AI tools. Not simply because they might

get caught or penalized, a deontological approach dictates that students must act

ethically because it is their moral duty. This perspective strengthens the idea that

academic honesty is essential in STEM fields, where truth, precision, and ethical

decision-making are crucial to professional success and public safety.

Significance of the Study

This research will make a significant contribution to policymakers, students,

teachers, the community, and future researchers.

Policymakers. The knowledge gained from this research study may help

policymakers in the making of policies and rules concerning the use of AI. It will further

suggest policies that promote ethical use of AI while remaining committed to fairness,

integrity, and ethical considerations in education.

Students. This study will help students to gain a knowledge of how they can

incorporate AI into their own work and still exhibit good academic honesty. Through the

help of this study, the students will become more aware of the moral implications of

artificial intelligence in education.

Teachers. With the help of this research, teachers will be able to better

understand the problem of academic dishonesty while using artificial intelligence and

proposing effective ideas to them. It might also be of great help in devising strategies to

enhance teaching methodologies via the use of AI-driven tools.

use of AI to support learners in STEM and medical fields. The results will help health

practitioners and the public understand AI's role in changing education and healthcare.

Future Researchers. This study will serve as a valuable reference for existing

literature on AI-assisted academic performance in STEM and medicine. It will lay the

groundwork for additional investigations, allowing the future researchers to delve into

new topics.

Scope and Delimitation

This study examines the ethical challenges associated with using artificial

intelligence in educational settings, particularly among students in STEM and medical

fields. As AI tools become increasingly prevalent in learning, tutoring, and assessments,

concerns emerge regarding academic honesty, fairness, bias, and the reliance of

students on these technologies.

Rather than collecting original data, this study conducts a comprehensive review

of existing case studies, scholarly publications, and credible online sources to present a

broad analysis. It provides a global perspective by examining commonly used AI

applications such as virtual tutoring systems, plagiarism detection software, and AI-

powered chatbots.

However, the study has limitations. It does not involve direct surveys, interviews,

or experiments with students or educators. Additionally, it does not evaluate the

medical practice.

Instead, a case study will be done through a comprehensensive literature review

as its primary method of data collection. By analyzing a wide range of scholarly sources,

existing case studies, and academic discussions, this study will identify key ethical

concerns surrounding AI in education. Following the literature review, a thematic

analysis will be conducted to systematically categorize recurring themes, patterns, and

viewpoints found in the reviewed materials. This approach organizes and interpret

findings in a structured manner, highlighting common ethical dilemmas and emerging

perspectives. Through this combination of literature review and thematic analysis, this

research aims to provide a well-rounded and insightful discussion on the ethical

considerations of AI-assisted academic performance among STEM-Med students.

Definition of Terms

In light of providing a clearer understanding of this study, the following words are

given their conceptual and operational definition:

Ethical consideration refers to the process of evaluating the moral implications of

a decision, action, or policy. It involves identifying, analyzing, and addressing the

potential ethical issues that may arise in various contexts, such as research, business,

healthcare, technology, and public policy (Qualee, n.d.).

In this research, ethical consideration is defined operationally as the systematic

process of evaluating and addressing the potential risks, harms, and benefits of the
study to participants, ensuring informed consent, maintaining confidentiality, and

upholding the integrity of the research process while adhering to established ethical

guidelines and standards.

AI-assisted Academic Performance. AI-assisted academic performance refers to

the use of artificial intelligence (AI) technologies and tools to enhance and improve a

student's academic capabilities and outcomes (University of Santiago, n.d.).

In this research, AI-assisted academic performance is defined operationally as

the improvement or support of a student's academic outcomes through the use of

Artificial Intelligence technologies. This includes personalized learning systems,

intelligent tutoring platforms, automated feedback tools, and data-driven analytics that

tailor educational experiences to individual needs, track progress, and enhance

engagement with course material. AI-assisted academic performance is measured

through improvements in grades, comprehension, retention, and overall learning

efficiency as a result of interactions with AI-powered tools.

Artificial Intelligence. The capability of computer systems or algorithms to imitate

intelligent human behavior (Merriam Webster, n.d.).

In this research, Artificial Intelligence (AI) is defined operationally as the

capability of a machine or system to perform tasks that typically require human

intelligence, including but not limited to decision-making, problem-solving, learning from

experience, natural language understanding, and sensory perception. Specifically, AI

systems in this study are considered to encompass machine learning algorithms, neural
networks, and other computational models that enable machines to process data,

identify patterns, and make autonomous decisions or predictions.

STEM-Med. “STEM" refers to the Science, Technology, Engineering, and

Mathematics fields, and it's an educational approach that focuses on developing skills

and knowledge in these areas (Create & learn, n.d.).

In this research, STEM is defined operationally as the integration of four core

disciplines—Science, Technology, Engineering, and Mathematics—into an educational

framework or field of study that emphasizes hands-on, problem-solving, and

interdisciplinary approaches. STEM focuses on fostering critical thinking, innovation,

and the application of knowledge to real-world challenges, often through project-based

learning and collaboration across these interconnected disciplines.