This study examines the evolving relationship between AI chatbots and academic integrity and students’ AI chatbot usage in high schools one and a half years after the release of ChatGPT. Through a comprehensive survey of students across six schools (N = 4,354) in
the United States, we investigated students’ self-reported cheating behaviors, patterns of AI use across different school-related tasks, and student perspectives on appropriate AI use in academic settings.
These findings suggest that while AI’s prevalence has not altered the patterns of academic integrity at schools, students’ evolving perspectives on appropriate AI use provide valuable insights for schools and administrators integrating AI into traditional school settings.
