“Should I tell my teacher?” Student AI disclosure practices, stigma, and self-regulated learning in higher education

Research from Frontiers in Education indicates that the increasing use of generative AI (GAI) tools by students in higher education raises significant concerns regarding academic integrity and self-regulated learning. A study involving 78 undergraduate students explored factors influencing their willingness to disclose AI tool use, including worries about negative consequences, AI usage behaviors, and demographic factors. Preliminary findings suggest a correlation between these factors and disclosure practices.

Why it matters

The integration of AI in educational settings presents a strategic challenge to established norms of academic integrity and student development. Understanding student disclosure practices is crucial for maintaining credible assessment frameworks and fostering ethical technological adoption within educational institutions. This issue impacts the perceived value of qualifications and the future workforce's preparedness for AI-driven environments.

Key insights

• Generative AI tools are becoming popular in education, prompting questions about student disclosure of their use.
• Student AI disclosure practices are a critical concern for academic integrity and self-regulated learning (SRL).
• The study examines how worries about negative consequences, AI usage behaviors, and demographic factors relate to students' willingness to disclose AI use.
• Survey data from 78 undergraduate students in an online education course informed the research.
• Preliminary composite indicators for 'worry' and 'disclosure' were retained, suggesting these are key aspects.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1826174