Abstract
This study explored the ethical implications of using Generative Artificial Intelligence
(GenAI) tools in the academic writing of first-year students enrolled in a Communication
Skills module at a South African university of technology. A Google Form completed by
219 students was used to identify the GenAI tools commonly used in this context.
Students predominantly use ChatGPT 3.5 and Meta AI, largely, due to their accessibility
as free platforms. From this group, 18 students were purposively sampled to explore how
they used GenAI tools in their academic writing. Guided by the Theory of Planned
Behaviour (TPB), the research examined students’ attitudes, subjective norms, and
perceived behavioural control as determinants of their intentions toward ethical GenAI
use. Using a qualitative research design, semi-structured interviews were conducted via
Microsoft Teams, and three focus group discussions – each comprising six participants –
were held over a three-week period. Data saturation was reached in the third group focus
discussion interviews. Thematic analysis revealed that the majority of students held
positive attitudes toward GenAI as a learning aid, while remaining cautious about its
potential to diminish creativity and critical thinking. Peer norms generally encouraged the
use of GenAI for legitimate learning support, whereas inconsistent institutional guidelines
contributed to uncertainty about acceptable practice. Despite unequal digital access and
limited policy clarity, students demonstrated strong ethical awareness and openly
described how they used GenAI tools in their group assignment. The study concluded
that students need to be taught how to choose the right GenAI tools in a given academic
writing task, by completing an AI literacy module as part of the Communication Skills
course. Fundamental to such training would be that students verify every piece of AIderived
information through reputable academic and professional sources. This is
important as the rapid integration of GenAI into higher education continues to reshape
academic writing practices in the academic community. Universities, in this era of AI in
education, must therefore develop contextually relevant AI frameworks for use in
academic writing, so that integrity in academia is upheld.