Empowering Students for Responsible AI Use: Redesigning Assessments for the Digital Era
DOI:
https://doi.org/10.65339/ijsair.V2.I2.426Keywords:
Academic Integrity, AI Literacy, AI-Integrated Assessment, Artificial Intelligence, Educational Technology, Responsible AI Use, Senior High School StudentsAbstract
This study examined the relationship between Senior High School students’ AI literacy and usage and their perspectives on responsible and AI-integrated assessment in a public secondary school in Leyte, Philippines. Anchored on the concepts of AI literacy, ethical AI use, and AI-integrated assessment, the study employed a quantitative descriptive-correlational research design. A researcher-made questionnaire was used to gather data from 181 Senior High School students selected through stratified systematic sampling from a population of 342 students. The instrument measured students’ awareness, attitudes, and actual behaviors regarding AI use, as well as their perspectives on ethical AI practices and assessment redesign. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to analyze the data, while Pearson Product–Moment Correlation Coefficient determined the relationship between variables. The findings revealed that students demonstrated high awareness and usage of AI tools, particularly for writing assistance and content generation, while showing moderate attitudes toward AI integration and moderate understanding of ethical considerations and institutional policies. Students also exhibited moderate perspectives regarding responsible and AI-integrated assessment, especially in terms of academic integrity and assessment redesign. Furthermore, the study identified a strong positive relationship between students’ AI literacy and usage and their perspectives on responsible and AI-integrated assessment, indicating that increased AI literacy is associated with more favorable perceptions of ethical AI integration in education. The study concluded that although students are highly exposed to AI technologies, there remains a gap between awareness and actual ethical practice, emphasizing the need for stronger AI ethics education, clearer institutional guidelines, and responsible assessment practices. The study supports Sustainable Development Goal 4 (Quality Education) by promoting responsible technology integration, digital literacy, and ethical learning practices in education. It also aligns with Sustainable Development Goal 9 (Industry, Innovation and Infrastructure) through its focus on educational innovation and AI integration. The findings contribute to educational and institutional sustainability by supporting the development of ethical AI policies, responsible assessment practices, and improved learner preparedness in digitally evolving academic environments.
References
Akgun, A. E., & Greenhow, C. (2022). Ethical AI use in education: Examining the role of AI tools in learning and assessment. Journal of Educational Technology, 45(3), 215–227. https://doi.org/10.1016/j.jeduc.2022.03.005
Barrot, J. S., Del Rosario, C. A., & Almazan, J. U. (2021). Digital literacy and the ethical use of AI tools in Filipino classrooms. Asian Journal of Educational Technology, 5(2), 122–135. https://doi.org/10.1108/AJET-02-2021-0155
Bautista, P. M., & Francisco, M. R. (2019). Strand preferences among Senior High School students: Implications for curriculum design. Journal of Philippine Educational Research, 33(4), 303–318.
Bautista, P. M., Ilagan, B. E., & Garcia, L. C. (2020). Vocational and technical education in the Philippines: A reflection on Senior High School enrollment trends. Philippine Education Review, 41(1), 74–89.
Binns, C., & Hargittai, E. (2020). The ethics of artificial intelligence in education: A framework for responsible AI use. Journal of Ethics in Education, 10(2), 150–162. https://doi.org/10.1016/j.jeed.2020.05.004
Cabrera, D. A., Dela Cruz, R. M., & Villanueva, J. A. (2020). Enrollment trends in Philippine secondary education: A study of age distribution and retention rates. Philippine Journal of Educational Statistics, 25(3), 202–215.
Cochran, W. G. (1977). Sampling techniques (3rd ed.). Wiley.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Sage.
Guszcza, J., Hill, J., & Weller, B. (2020). Artificial intelligence in education: Benefits and ethical implications. Journal of Digital Learning, 39(4), 233–245. https://doi.org/10.1016/j.jdl.2020.01.010
Jaiswal, M., Mishra, S., & Sharma, S. (2020). A comprehensive study on AI tools and their impact on student learning. International Journal of Artificial Intelligence in Education, 13(2), 89–104. https://doi.org/10.1093/ijaied/2019.0120
Kasneci, E., Liao, W., & Schulte, C. (2023). AI tools and the evolving landscape of educational assessments. Educational Technology Research and Development, 70(1), 51–65. https://doi.org/10.1007/s11423-022-10091-5
Kelley, R. P., Armstrong, S. R., & Morales, J. P. (2021). Trends in privacy concerns among students in digital surveys. Journal of Privacy and Security, 11(3), 185–200. https://doi.org/10.1016/j.jps.2021.02.001
Long, A., & Magerko, B. (2020). AI literacy in education: Measuring student awareness and understanding. Journal of Educational Technology, 43(2), 85–98. https://doi.org/10.1016/j.jeduc.2020.05.003
Ng, S., Choi, J., & Kim, S. (2021). AI literacy for the next generation: A framework for understanding students' knowledge, attitudes, and behaviors. Computers & Education, 160, 104028. https://doi.org/10.1016/j.compedu.2020.104028
Pallant, J. (2020). SPSS survival manual (7th ed.). McGraw-Hill.
Schunk, D. H., & DiBenedetto, M. K. (2020). Self-regulation and learning with technology: The role of AI in helping students manage learning. Educational Psychology Review, 32(3), 345–360. https://doi.org/10.1007/s10648-020-09525-2
Smith, J. T., Lee, H., & Rhee, J. K. (2021). Ethical implications of AI tools in student assessments: Perceptions and practices. Journal of Educational Integrity, 8(1), 45–58. https://doi.org/10.1007/s41599-021-00418-9
Tschang, F. T., Teo, H. L., & Tan, C. W. (2021). The integration of AI into higher education: Benefits, challenges, and ethical concerns. Higher Education Research & Development, 40(2), 278–291. https://doi.org/10.1080/07294360.2020.1779035
Yuan, X., & Zhang, H. (2021). The adoption of AI tools in education: A systematic review of the literature. Education and Information Technologies, 26(2), 1937–1957. https://doi.org/10.1007/s10639-020-10493-7
