Abstract

This thesis investigates the use of generative artificial intelligence (AI) in education, focusing on how and why students incorporate AI tools like ChatGPT into their studies. While AI's impact on the workplace has been extensively researched, its role in education remains less understood. This study addresses this gap through a qualitative analysis of 27 students' experiences with AI in their academic pursuits.

The research reveals that students engage in complex ethical decision-making when choosing to use AI, balancing its potential for educational advancement against concerns about skill development and managing academic pressures. Two primary patterns of AI usage emerge: replacement and support.

By comparing AI use in education with its application in the workplace, this thesis highlights the unique challenges and opportunities presented by AI in academic settings. The findings have significant implications for students, educational institutions, and society at large, emphasizing the need for responsible AI use, clear guidelines, and the importance of preparing students for an AI-driven future while maintaining core educational values.
This research contributes to the growing body of knowledge on AI in education.