Abstract
As artificial intelligence (AI) becomes increasingly integrated into education, understanding its ethical implications for students in underrepresented regions is essential. This qualitative case study explores how five secondary school students in Sabah, Malaysia, perceive and respond to ethical issues related to generative AI use in learning. Using Braun and Clarke’s thematic analysis, the study identified three key themes: ethical awareness and knowledge, ethical concerns and tensions, and conditional intentions for AI use. Students expressed nuanced understandings of academic integrity, fairness, and data privacy, though their application of ethical principles varied. The findings highlight the importance of responsible AI education and suggest that ethical awareness and concern shape students’ behavioural intentions. This study underscores the need for targeted ethics education and equitable digital access to support responsible AI integration in schools.