Abstract
This study explores how undergraduate students in Greek public universities engage with generative AI tools for academic purposes and how such use relates to perceptions of reliability, ethical concerns, and academic integrity. Although interest in AI in higher education has grown rapidly, empirical evidence from non-Anglophone European systems, and from Greece in particular, remains scarce, leaving an evidence gap that this study addresses. Data were collected from 442 students across five institutions using an original questionnaire with demonstrated content validity and high internal consistency. Results indicate moderate but growing use of AI, primarily for comprehension support, problem-solving, and information retrieval. While students recognise the functional benefits of AI, they express reservations about its reliability and strong concerns regarding its potential to facilitate academic misconduct, including plagiarism. Correlational and regression analyses suggest that increased use of AI coexists with, rather than diminishes, ethical awareness. Cluster analysis identifies distinct user profiles, reflecting varying levels of engagement and ethical sensitivity. Overall, the findings highlight the dual role of generative AI as both a learning aid and a challenge to academic integrity, underscoring the need for institutional guidelines and ethical frameworks.