This chapter presents findings from a study that explored students’ perceptions, practices, and reflections in a German university course as they engage with the ethical complexities of using ChatGPT for language learning. Using a qualitative approach, the study collected data through semi-structured interviews and analysis of students’ learning portfolios. Seven key themes were identified from the findings, highlighting the students’ journey from initial apprehension to developing strategies for ethical and effective use of ChatGPT. These themes include (1) initial concerns about using ChatGPT; (2) innovative use of ChatGPT for language learning; (3) ChatGPT as a personalized language assistant; (4) experimenting and prompting; (5) role of course structure, peer interaction, and teacher guidance in supporting effective use of ChatGPT; (6) boost in confidence and reduction of anxiety; and (7) developing strategies for ethical use. Participants demonstrated creativity in using ChatGPT’s capabilities while recognizing the importance of maintaining academic integrity and critical engagement and its generated content. This critical engagement involved carefully evaluating the AI’s outputs, understanding its limitations, and using it as a tool to enhance learning rather than as a substitute for their own efforts. The study highlights the need for pedagogical adaptations, clear guidelines, and support to help learners and teachers address the challenges and opportunities presented by generative AI.
- 9926847133001891
- Understanding AI Ethics Through the Student’s Eyes: A Study of ChatGPT Integration in a University German Course
- Antonie Alm
- Ben Kei Daniel (Editor) - University of Northern British ColumbiaLynnaire Sheridan (Editor) - University of Otago, ManagementNathalie Wierdak (Editor) - University of Otago, Management
- Artificial Intelligence and Academic Integrity: Navigating Ethical Challenges of AI in Education, pp.247-268
- Languages and Cultures; Management
- Springer Nature
- 24/02/2026
- Copyright © The Author(s) 2026. All rights reserved. This work was first published in Artificial Intelligence and Academic Integrity: Navigating Ethical Challenges of AI in Education (Springer Nature). The open access link to the subscription article is provided under the Springer Nature SharedIt Content-Sharing Initiative (https://www.springernature.com/gp/researchers/sharedit) making the view-only full-text article freely and legally accessible to anyone for research purposes and private study via the link: https://rdcu.be/e622H.
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- English
- Book chapter