(2026) Science and education, 1, 145-153. Odessa.

Tetiana Ponomarenko,
Doctor of Philosophy in Psychology,
Head of the Law and Social and Behavioral Sciences Department,
Separate Structural Subdivision of Higher Education Institution "Open International University of Human Development
"Ukraine" Bila Tserkva Institute of Economics and Management
42, Heroiv Krut Ave., Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0000-0003-0949-1611

Nataliia Pasichnyk,
Candidate of Historical Sciences, Associate Professor,
Associate Professor at the Philosophical and Political Sciences Department,
Bila Tserkva National Agrarian University,
8/1 Soborna Square, Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0009-0007-1694-9906

Marуna Buкhenska,
Master of Finance,
Head of the Academic Department,
Separate Structural Subdivision of Higher Education Institution
"Open International University of Human Development "Ukraine" Bila Tserkva Institute of Economics and Management
42, Heroiv Krut Ave., Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0009-0009-3893-4216

ARTIFICIAL INTELLIGENCE IN EDUCATION: A TOOL AND A THREAT TO ACADEMIC INTEGRITY

The article presents a comprehensive research of students’ attitudes toward the principles of academic integrity in the context of the rapid digitalization of higher education and the active implementation of artificial intelligence (AI) technologies. The relevance of the research is driven by the transformation of the educational landscape, in which AI tools simultaneously function as a powerful means of personalizing learning and as a significant challenge to ethical norms and standards of educational quality. Theoretical approaches proposed by domestic and international scholars concerning the balance between innovation and academic ethics are analyzed. Key opportunities enabled by AI–such as adaptive learning, increased accessibility, and instructional support for educators–are examined, and major threats are identified, including plagiarism, the decline of critical thinking, and algorithmic ethical bias. Particular attention is paid to regulatory frameworks, specifically the recommendations of the Ministry of Education and Science of Ukraine and the European principles of ethical AI (AI HLEG). The empirical basis of the research consists of the results of a survey of 201 students conducted in autumn 2025. The findings indicate that more than 80% of respondents use AI in their learning activities, primarily for idea generation (72%) and stylistic text editing (46%). It was found that 88% of students do not consider the use of AI a violation of academic integrity when it performs an auxiliary function. At the same time, the results demonstrate a high level of awareness of potential risks: 68% of respondents express concern about reduced learner autonomy, while 64% fear the loss of critical thinking skills. According to Fisher’s criterion, statistically significant differences in AI use were found between students of different modes of study (φemp = 5.66; p ≤ 0.01), while no gender differences were detected (φemp = 1.332). The practical significance of the findings lies in their potential application to the development of institutional policies in higher education institutions aimed at fostering a culture of responsible AI use. The research concludes that there is a need to shift from prohibition-based strategies to approaches focused on the integration of AI into the educational process, ensuring strict adherence to ethical frameworks and promoting the development of students’ intellectual initiative.

artificial intelligence, academic integrity, students, higher education, educational process, digitalization of education, student research activity, AI ethics, critical thinking