Abstract

As artificial intelligence (AI) continues to rapidly advance, more AI tools have made their way to the education sector, especially into the hands of students. Thus, the purpose of this study was to explore and understand the perspectives of junior high school students on the use of AI tools in academics, particularly regarding their learning impacts, limitations, and ethical and responsible use. The study used a basic qualitative design and involved eight junior high school students, who had direct, firsthand experience with using AI tools in academics, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using qualitative data analysis. The themes of the findings showed that (1) junior high school students are aware of AI tools and their applications, (2) they actively use AI tools as learning aids, (3) they believe AI tools should be used responsibly, (4) they recognize that AI tools support learning but caution against overdependence and misinformation, and (5) they recommend guided and moderate usage of AI tools in academics. The study concludes that junior high school students believe that AI tools improve learning experiences and work quality for students. While these are undeniably supportive of AI integration in education, it requires addressing concerns related to overreliance, academic dishonesty, and unreliability. Therefore, a balanced approach between fully utilizing AI’s capabilities and preventing the possibility of negative outcomes is essential to ensure just, responsible, and effective learning experiences with AI tools.

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