Research Article
Longitudinal Insights into AI in Education: Usage, Ethics, and Policy Development in Higher Education
Synthesis: Parker, Loper, Carter, Hayes, and Karakas (2026) analyze four semesters of survey data from more than 300 students in a Midwestern US Professional Development program to trace the evolving use and ethical perceptions of generative AI after ChatGPT's launch. GenAI use grew substantially, especially for assessment preparation (57% to 83%) and studying (44% to 76%), while students showed growing uncertainty rather than fixed stances about ethical use, and ethical perceptions differed significantly between AI users and non-users.
Key Findings
- Across four semesters, student use of GenAI grew substantially: for assessment preparation from 57% to 83% and for studying from 44% to 76%.
- Ethical perceptions showed ongoing uncertainty, with 'unsure' responses steadily increasing across survey iterations.
- There was a statistically significant difference in ethical perceptions between AI users and non-users.
- Students continued using ChatGPT for coursework even as institutions considered or introduced AI-detection software, underscoring tensions between policy and practice.
Implications for AI in Education
The longitudinal design captures how GenAI use and attitudes evolve over time within a single teacher-education program, complementing cross-sectional snapshots. Because rising use coexists with persistent ethical uncertainty, the findings emphasize the need for teacher-education programs to incorporate formal, comprehensive AI training that addresses ethics rather than assuming students' practices will align with institutional policy. This connects to AI Literacy, AI policy, and ongoing debates about AI detection accuracy and its limits as a governance tool.
Connected Concepts
Connected Articles
- [rook-plumb-genai-curricula-student-insights-2026] — student insights on GenAI curricula
- [long-ai-higher-ed-engagement-teaching-methods-2026] — AI engagement and teaching methods in higher ed
Citation
Parker, L., Loper, A. J., Carter, C. W., Hayes, J., & Karakas, A. (2026). Longitudinal insights into AI in education: Usage, ethics, and policy development in higher education. Computers and Education Open, 10, 100329.