Beyond the Hype: Critical Analysis of Student Motivations and Ethical Boundaries in Educational AI Use in Higher Education

The rapid integration of generative artificial intelligence (AI) in higher education since 2023 has outpaced institutional preparedness, creating a persistent gap between student practices and established ethical standards. This paper draws on mixed-method surveys and a focused literature review to examine student motivations, ethical dilemmas, gendered responses, and institutional readiness for AI adoption. We find that 92% of students use AI tools primarily to save time and improve work quality, yet only 36% receive formal guidance, producing a de facto "shadow pedagogy" of unguided workflows. Notably, 18% of students reported integrating AI-constructed material into assignments, which suggests confusion about integrity expectations and compromises the integrity of the assessment. Female students expressed greater concern about abuse and distortion of information than male students, revealing a gendered difference in awareness of risk and AI literacies. Correspondingly, 72% of educators use AI, but only 14% feel at ease doing so, reflecting limited training and uneven policy responses. We argue that institutions must adopt comprehensive AI literacy programs that integrate technical skills and ethical reasoning, alongside clear AI-use policies and assessment practices that promote transparency. The paper proposes an Ethical AI Integration Model centered on literacy, gender-inclusive support, and assessment redesign to guide responsible adoption, protect academic integrity, and foster equitable educational outcomes in an AI-driven landscape.