This pilot study explores high school students’ perceptions of using Artificial Intelligence (AI) for academic purposes, a rapidly growing area of interest as AI technologies increasingly integrate into educational environments. The study employed a cross-sectional survey design to gather data from 57 secondary school students in Newcastle, England, focusing on their usage patterns, ethical considerations, and perceptions of AI’s impact on educational quality and equity. Findings reveal a nuanced landscape where students’ frequency of AI usage is significantly related to their views on its educational impact, with frequent users expressing more critical perspectives. Additionally, there is a strong correlation between students’ perceptions of AI’s impact on education and their beliefs about equitable access to AI tools, highlighting concerns about potential disparities in educational opportunities. Ethical considerations also emerged as a critical factor, with students’ views on the morality of AI usage varying depending on its application context. These insights underscore the complexity of integrating AI into education and the need for policies that promote ethical use and equitable access, while also addressing the potential risks of over-reliance on AI technologies. The study’s findings contribute to the ongoing discourse on AI in education, providing a foundation for future research aimed at optimizing AI’s role in enhancing learning outcomes.
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