The Ethics of AI in the Classroom: Majority of Students Admit to Using AI, Yet Many Call It Cheating

As artificial intelligence (AI) becomes more embedded in daily life, a significant debate is unfolding within education: is AI a valuable tool or a shortcut that undermines learning? Recent studies reveal that while a growing number of students use AI to complete their assignments, many consider this practice to be ethically dubious. This ambivalence is pushing educators and institutions to urgently define clear guidelines on AI use.

According to a survey conducted by KPMG, over half (52%) of Canadian students aged 18 and older are already using AI tools to complete their schoolwork. Of these, nearly 70% pass off AI-generated work as their own, highlighting a prevalent issue as schools head into a new academic year. Despite the convenience and benefits, approximately 60% of students believe that using AI tools equates to cheating, reflecting an ethical tension as generative AI becomes mainstream.

The use of AI in education is not limited to Canada. A separate U.S. survey by Junior Achievement found similar results among teens aged 13 to 17. In this study, 44% of respondents planned to use AI for schoolwork during the fall semester. However, a significant majority—60%—still perceived this as cheating. The responses underscored various motivations for using AI, including the perception that it’s “just another tool,” or the belief that “everyone else is doing it.”

Jack E. Kosakowski, president and CEO of Junior Achievement USA, expressed concerns about the potential long-term consequences of relying on AI. He noted that while generative AI can enhance productivity, students who shortcut their assignments with AI may miss out on crucial learning, potentially impacting their marketable skills in the future. “This behavior could also short-change many students’ educations since they may not be learning the subjects they are using AI for,” Kosakowski explained.

As AI reshapes the educational landscape, there’s mounting pressure on institutions to establish clear, enforceable guidelines. C.J. James, a partner and education leader at KPMG Canada, emphasized the urgency for educators to become AI-literate, so they can guide students responsibly. “The growing popularity of these tools puts a lot of pressure on educators and educational institutions to quickly develop and communicate guiding principles and guardrails on how they should be used,” said James. Establishing these policies is essential, she added, to address the uncertainty many students feel about whether or not their AI use is permitted.

Educators also see an opportunity in this shift: nearly 70% of students surveyed by KPMG expressed a desire to learn more about best practices for using AI. James believes this presents an opening for schools to offer courses in AI ethics, helping students develop the skills to use AI responsibly and effectively in both academic and professional settings.

Although the ethical debate over AI continues, students report practical benefits from these tools. Nearly nine in ten KPMG respondents claimed their work quality improved with AI assistance, and 68% reported higher grades. The technology also saves time, with one-third of students saying AI helps them complete schoolwork one to two hours faster each week, and 28% noting a three-to-five-hour weekly reduction in workload.

The potential of AI in education is vast, but as these studies show, there’s a clear need for institutions to establish guidelines that balance innovation with integrity. As James points out, clearer policies will help remove ambiguity and set students up for success, empowering them to harness AI’s capabilities while respecting ethical boundaries.