Abstract
This chapter examines the dual role of ChatGPT in student learning, focusing on its potential to both enhance academic performance and pose risks to academic integrity. Through a series of studies involving university students, the chapter explores various uses of ChatGPT, such as brainstorming, idea generation, summarizing complex content, and providing feedback on assignments. While many students reported using the tool to support their learning and self-regulation, there were concerns regarding its potential for academic misconduct, particularly when students relied on it to write assignments or summarize texts for tests. The research suggests that academic misconduct is not necessarily an inherent consequence of using ChatGPT but rather depends on the extent to which students over-rely on the tool for completing tasks. The chapter highlights the importance of ethical use of AI in education, proposing that educational efforts should focus on guiding students to use ChatGPT as a supplementary learning aid rather than a substitute for deep engagement with academic material. Finally, it suggests that workshops and institutional policies can help students navigate the ethical boundaries of using AI tools, promoting responsible and critical use to enhance learning outcomes while maintaining academic integrity.