The Ethical and Pedagogical Implications of Generative AI Tools in Australian University Classrooms

Abstract

The recent adoption of generative AI tools, including ChatGPT and DALL-E, is reshaping the teaching and learning environment in Australian universities at an unprecedented pace, prompting educators and students alike to reconsider traditional classroom practices. This study investigates the ethical and pedagogical implications of generative AI usage among students, faculty, and institutional leaders across diverse academic disciplines. Employing a mixed-methods approach, the research collected quantitative data through structured surveys (n=330) and qualitative insights via interviews and focus groups. Results reveal high usage rates among postgraduate and technology faculty students, alongside significant ethical concerns voiced predominantly by academic staff. Analysis of the collected data revealed a clear link between frequent AI tool usage, higher digital literacy, and improved academic performance; however, a concerning trend was noted in which increased AI use corresponded with lower levels of ethical awareness among participants. The study also identified faculty-specific variations in perceived risk and AI engagement. These findings suggest the urgent need for comprehensive institutional strategies, including AI literacy training and discipline-sensitive ethical guidelines. By bridging the perception gap between students and educators, universities can responsibly harness the potential of generative AI to enhance educational outcomes while preserving academic integrity.