BETWEEN LEARNING AND COPYING

Abstract

This paper explores the ethical and pedagogical aspects of the use of generative artificial intelligence in secondary education from students’ perspective. Given the increasingly widespread use of tools such as ChatGPT in school settings, the paper examines how students perceive the boundary between learning and copying, as well as the impact of these tools on their understanding of subject matter, independent learning, and the development of critical thinking. Particular attention is paid to ethical dilemmas, including questions of academic integrity, responsibility, and fairness in the educational process. The research was conducted through an anonymous survey among students at Zemun Grammar School, examining the frequency and ways in which AI tools are used, their impact on learning, and students’ attitudes towards the ethical acceptability of their use. The findings provide insight into students’ perceptions of the role of generative artificial intelligence in education and point to the need for clearer pedagogical guidelines and the development of AI literacy in schools.