{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T04:39:01Z","timestamp":1787027941517,"version":"build-2736575974"},"reference-count":101,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2025,8,6]],"date-time":"2025-08-06T00:00:00Z","timestamp":1754438400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Telefonica Chair on Smart Cities of the Universitat Rovira i Virgili and Universitat de Barcelona","award":["42. DB.00.18.00"],"award-info":[{"award-number":["42. DB.00.18.00"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Digital"],"abstract":"<jats:p>The emergence of generative artificial intelligence (GenAI) in higher education offers new opportunities for academic support while also raising complex ethical concerns. This study explores how university students ethically evaluate the use of GenAI in three academic contexts: improving essay writing, preparing for exams, and generating complete essays without personal input. Drawing on the Multidimensional Ethics Scale (MES), the research assesses five philosophical frameworks\u2014moral equity, relativism, egoism, utilitarianism, and deontology\u2014based on a survey conducted among undergraduate social sciences students in Spain. The findings reveal that students generally view GenAI use as ethically acceptable when used to improve or prepare content, but express stronger ethical concerns when authorship is replaced by automation. Gender and full-time employment status also influence ethical evaluations: women respond differently than men in utilitarian dimensions, while working students tend to adopt a more relativist stance and are more tolerant of full automation. These results highlight the importance of context, individual characteristics, and philosophical orientation in shaping ethical judgments about GenAI use in academia.<\/jats:p>","DOI":"10.3390\/digital5030033","type":"journal-article","created":{"date-parts":[[2025,8,6]],"date-time":"2025-08-06T07:45:11Z","timestamp":1754466311000},"page":"33","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Passing with ChatGPT? Ethical Evaluations of Generative AI Use in Higher Education"],"prefix":"10.3390","volume":"5","author":[{"given":"Antonio","family":"P\u00e9rez-Portabella","sequence":"first","affiliation":[{"name":"Estudis de Comunicaci\u00f3, Universitat Rovira i Virgili and Universidad Complutense de Madrid, Campus Catalunya, 43002 Tarragona, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6874-4036","authenticated-orcid":false,"given":"Mario","family":"Arias-Oliva","sequence":"additional","affiliation":[{"name":"Marketing Department, Faculty of Business & Economy, University Complutense of Madrid, Campus de Somosaguas, 28223 Madrid, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1393-4817","authenticated-orcid":false,"given":"Graciela","family":"Padilla-Castillo","sequence":"additional","affiliation":[{"name":"Journalism and New Media Department, Faculty of Information Sciences, University Complutense of Madrid, Avenida Complutense 3, 28040 Madrid, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7715-779X","authenticated-orcid":false,"given":"Jorge","family":"de Andr\u00e9s-S\u00e1nchez","sequence":"additional","affiliation":[{"name":"Social and Business Research Laboratory, University Rovira i Virgili, Campus de Bellissens, 43204 Reus, Spain"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2025,8,6]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Lo, C.K. 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