It Takes Two to Dance: Ethical AI Use in Research Skill Development for Security Studies Students

Abstract

The introduction of generative artificial intelligence (GenAI) sparked considerable discussion among educators. Integrating GenAI into course design and delivery while adhering to academic integrity standards and preventing unethical student utilization has been among the focus areas. GenAI tools can be a double-edged sword due to their potential impact on educational outcomes and ethical considerations. While proponents of GenAI highlight the potential for enhanced student engagement, opponents raise concerns about issues such as academic integrity and data privacy. This study argues that by allowing ethical student utilization of AI, educators may increase student engagement with the course material. Through careful use of generative AI technologies in education, their benefits will be maximized while mitigating the potential adverse impacts. Using data from four sections of the residential (in-person) Introduction to Research Methods courses (SS 207) of the Security Studies & International Affairs Department at Embry-Riddle University's Daytona Beach campus, we find that ethical utilization of GenAI is associated with higher student engagement and success.