대학에서 생성형 AI를 활용한 리포트의 윤리적 문제 인식 현황

Abstract

This study was conducted to identify the ethical concerns perceived by instructors and researchers in the process of utilizing generative AI in higher education—one of the most prominent recent issues—and to propose directions for enhancing the educational value of generative AI use. To achieve the purpose of the study, a survey was administered to 318 researchers and instructors affiliated with academic societies under the Association of Korean Academic Societies. The survey instrument was developed with reference to literature on generative AI applications and related guidelines. The results showed that although the majority of instructors had experience using generative AI, their level of training on how to utilize it and their awareness of security protocols remained low. It was confirmed that academic discipline characteristics, prior AI utilization experience, and experience acquiring desired information had significant effects. Instructors perceived that the use of generative AI does not substantially help students' learning, while their concerns regarding its potential negative effects were relatively high. However, instructors' own generative AI usage and positive achievement experiences were found to be proportional to their perceptions of its effectiveness on student learning. These findings suggest the need not only for digital literacy education for students—including general AI literacy—but also for professional development programs that help instructors gain experience in utilizing generative AI and achieving positive outcomes. Based on the survey results, limitations and implications of the study were suggested.