Abstract

This study aims to provide foundational data for establishing clear guidelines and evaluation criteria to ensure that university students can responsibly utilize AI as its influence in educational settings continues to grow. To achieve this, qualitative content analysis was conducted on reports written by library and information science students after discussing the acceptable level of AI use in class. The analysis yielded three key findings. First, students acknowledged AI’s efficiency but expressed concerns about information ethics issues such as plagiarism and copyright infringement. Second, they were worried about the fairness of evaluations when AI usage could not be clearly identified. Third, they recognized AI use as inevitable due to technological advancements and believed that avoiding AI could lead to falling behind the times. Consequently, there was a shared consensus on the necessity of clear guidelines for AI use and evaluation criteria. Additionally, students agreed that fostering critical information analysis skills is essential to prevent over-reliance on AI while maximizing its benefits. Future research should expand the study to students from various disciplines and explore ways to integrate the proposed foundational data into practical policy models.