Original scientific paper
https://doi.org/10.32676/n.12.1.8
AI in higher education: the role of students’ value orientations, effort perceptions, and academic ethics
Aleksandar Vučković
; FEFA Faculty, Belgrade Metropolitan University
Ernest Vlačić
orcid.org/0000-0002-1459-8280
; FEFA Faculty, Belgrade Metropolitan University, Faculty of Economics and Business, University of Rijeka
Andrea Davidović
; FEFA Faculty, Belgrade Metropolitan University
Abstract
The rapid advancement of Artificial Intelligence (AI) has led to its widespread adoption in higher education. A growing body of research has examined its educational implications, including effects on learning and academic integrity. Building on this literature, this paper investigates how students’ orientations toward learning, effort, and ethics relate to their use of AI in academic contexts. The study was conducted on a sample of 115 undergraduate and graduate business students using a structured questionnaire. Data were analyzed using Chi-square tests and Cramer’s V coefficients. The results reveal significant relationships between students’ orientations and AI use. Students who prioritize efficiency, minimal effort, and final outcomes are more likely to use AI frequently, trust its outputs without verification, and rely on it for assignments. Likewise, students with more tolerant attitudes toward unethical academic behavior are more likely to use AI as a shortcut in academic tasks. In contrast, students who value the learning process, theoretical knowledge, and academic integrity are more likely to critically evaluate AI-generated content and consult additional sources. The findings suggest that AI acts primarily as an amplifying tool rather than an independent driver of academic behavior, reflecting pre-existing attitudes toward learning and ethics.
Keywords
artificial intelligence (AI), attitudes, behaviour, values, university students
Hrčak ID:
350333
URI
Publication date:
31.12.2026.
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