BRIEF RESEARCH REPORT article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1654805
This article is part of the Research TopicArtificial Intelligence in Educational and Business Ecosystems: Convergent Perspectives on Agency, Ethics, and TransformationView all 8 articles
Development and Introduction of a Document Disclosing AI-Use: Exploring Self-Reported Student Rationales for Artificial Intelligence Use in Coursework: A Brief Research Report
Provisionally accepted
- Louisiana State University, Baton Rouge, United States
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This brief research report presents exploratory findings from a study examining student-use of a mandatory artificial intelligence (AI) disclosure form in a general chemistry and citizen science honors course. Students documented every instance of AI use, describing the AI tool utilized, their purpose, the context of the assignment and their perceived outcomes. Originally created as a practical solution, the form aligns retrospectively with established frameworks in AI Literacy, Digital Ethics, Universal Design for Learning (UDL), and Metacognitive Reasoning. Qualitative analysis of responses identified major themes: verification, immediate academic aid, procrastination, and material obstacles. Findings underscore the disclosure form's potential as a pedagogical tool, fostering transparency, ethical engagement, and self-regulation. The author proposes broader adoption of the form as a replicable strategy for instructors integrating AI in the classroom and advocates for exposing students to literacy in AI, ethics, and intellectual property.
Keywords: Generative AI, Education, AI integration, pedagogy, Technology, Ethics, Transparency
Received: 27 Jun 2025; Accepted: 20 Aug 2025.
Copyright: © 2025 Garcia Ramos. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jennifer Garcia Ramos, Louisiana State University, Baton Rouge, United States
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.