Zerrin Yıldırım, Gamze Öztürk, Hatice Ülkü Şahinoğlu, Esra Yıldırım
Artificial intelligence technologies, under the influence of the digital transformation process, are being used increasingly widely in the field of education; in particular, they have become an important tool for secondary education students in the processes of preparing assignments and fulfilling academic tasks. Generative artificial intelligence applications such as ChatGPT, Copilot, Gemini, and DeepSeek facilitate rapid access to information, conducting research, and text production; however, the use of these tools within ethical boundaries and in accordance with the principles of academic integrity and originality is becoming an increasingly critical requirement. In this context, it is of great importance that students use artificial intelligence consciously not merely as a tool for producing outcomes, but as a supportive aid to learning. This project aims to develop ethical, conscious, and responsible use skills among secondary education students while they benefit from artificial intelligence during assignment preparation processes. In the study, a single-group pre-test–post-test experimental design, one of the quantitative research methods, was employed. In the first stage of the study, students’ existing levels of awareness and attitudes regarding the ethical use of artificial intelligence were determined through a 5-point Likert-Type questionnaire developed by the researchers. In line with the findings obtained from the pre-test, a “Ethical and Conscious Use Guide for Artificial Intelligence–Supported Assignments” was prepared using a simple and clear language appropriate to the student level. The prepared guide covers fundamental ethical principles such as the correct and purposeful use of artificial intelligence, data privacy, citation and referencing, originality, responsible use, accuracy checking, and the limitations of artificial intelligence. In order to increase the effectiveness of the guide, students received training titled “Ethical and Conscious Use in Assignments Prepared with Artificial Intelligence” delivered by an academician; additionally, the content of the guide was reinforced through peer-led trainings presented by students to their classmates. Following the implementation process, the same measurement tool was administered as a post-test, and changes in students’ ethical awareness and attitudes were analyzed. The data obtained from the pre-test and post-test were analyzed using a paired-samples t-test. The analysis results (t = 110.598; p < 0.05) revealed that the developed guide and the implemented training process significantly increased students’ awareness of using artificial intelligence in an ethical, conscious, and responsible manner. The findings clearly demonstrate the importance of systematically and sustainably implementing guides and awareness-raising activities related to the ethical use of artificial intelligence in educational environments at the secondary education level.