Ethical AI use is contextual: focus group insights on students’ decision‑making in academic work

The expanding use of artificial intelligence (AI) in higher education has intensified the need for evidence-based policies that support meaningful adoption in academic settings. For AI guidelines to be effectively adopted, they must be grounded in users’ lived experiences and contextual realities, ensuring relevance to how AI is actually navigated in practice rather than imposed solely through top-down regulation. This study employed qualitative focus groups to examine how university students navigate AI use in academic work, including their ethical reasoning, perceived consequences, and preparedness for future AI integration. Five focus groups conducted at a Malaysian university were analyzed using systematic thematic analysis. Findings show that students approach AI with both optimism and caution. While AI use is widely normalized, disclosure often remains socially risky, leading many students to conceal or downplay even legitimate use. Students who prioritize critical thinking, academic integrity, and professional readiness report more restrained and deliberate engagement with AI, whereas ethical judgments vary depending on task value, disciplinary context, and perceived stakes. Overall, the findings indicate that students negotiate ethical boundaries situationally, highlighting the limitations of predominantly top-down policy approaches. The study contributes learner-informed evidence to support the development of context-responsive AI ethics education and governance frameworks that reduce ambiguity, address stigma, and align institutional guidance with students’ real-world decision-making in higher education.