Abstract
ABSTRACT
The rise of generative AI, particularly ChatGPT, has transformed academic research, raising both opportunities and ethical concerns. This study examines how graduate students in the education field utilize ChatGPT and their ethical perceptions regarding its use. Using a qualitative phenomenological case study, six graduate students from South Korean universities were interviewed, and their responses analyzed thematically based on the
European Code of Conduct for Research Integrity
(The ALLEA code). Findings reveal that students use ChatGPT in three primary ways: Evaluating its performance, applying it in educational settings, and assisting with academic writing. Whereas ChatGPT enhances efficiency in idea generation, literature review, and manuscript drafting, ethical concerns persist regarding plagiarism, reliability, and the impact on human subject research. Participants expressed divided views on AI‐generated content disclosure and highlighted risks such as hallucinations, biases, and overreliance. Participants recommended AI literacy training, ethical transparency, and clearer guidelines for integrating ChatGPT into research. As AI tools become increasingly embedded in academia, establishing ethical best practices is essential to ensure integrity in educational research.