Abstract
The rapid proliferation of generative artificial intelligence (AI) has transformed higher
education, shifting students from passive consumers of content to active co-creators
using conversational agents. However, this shift raises critical questions regarding
academic integrity, data privacy, and ethical utilization. This study investigated the
ethical use of AI-enabled chatbots for academic activities among students of the Federal
University of Education (FUE), Zaria. Employing a quantitative survey research design,
the study targeted a population of 2,500 students, drawing a sample size of 385 using
Cochran's formula and systematic sampling. A total of 355 valid, copies of structured
questionnaire were physically administered and retrieved, yielding a response rate of
92%. The data collected were analyzed using descriptive statistics based on frequencies,
percentages, means, standard deviations and inferential metrics. The findings revealed
a high level of awareness and positive perceptions of AI chatbots such as ChatGPT,
Claude, and Gemini for brainstorming, literature synthesis, and personalized
explanation. However, empirical metrics indicated that usage is heavily tempered by
significant bottlenecks, including inadequate digital infrastructure, limited promptengineering
and digital literacy skills, and a glaring absence of institutional policy
frameworks. The findings further revealed that data privacy concerns underline student
vulnerability regarding data harvesting by third-party platforms. The study concludes
that while AI chatbots hold immense transformative potential, unguided adoption
threatens academic rigor and institutional integrity. It is recommended that the
university management should formulate comprehensive institutional AI usage policies,
integrate ethical AI literacy into general studies curricula, and upgrade campus Wi-Fi
infrastructure to support equitable, secure, and responsible academic engagement.
Keywords: Artificial Intelligence, AI Chatbots, Academic Integrity, Ethical Use
Publication Date: 2026-10-31