The Future of Education
Navigating Ambiguity: A Comparative Study of AI Policies and Student Ethical Frameworks in Romanian, Bulgarian and Swiss Higher Education
Roxana Rogobete, West University of Timisoara (Romania)
Karla Csuros, West University of Timisoara (Romania)
Mădălina Chitez, West University of Timișoara (Romania)
Abstract
This research examines the intersection of institutional Artificial Intelligence (AI) policies in Romania, Bulgaria, and Switzerland with the real-world perceptions and experiences of students using these technologies in academic writing.
Institutional frameworks across these countries increasingly emphasize a balanced approach, promoting responsible use through transparency, mandatory disclosure, and data privacy. If several institutions mandate detailed documentation of AI use, other universities are establishing regulations that differentiate between permitted aids - like brainstorming and editing - and prohibited actions, such as generating entire works.
In contrast, student experiences reveal a significant alignment gap, as learners often navigate these GenAI tools through personal experimentation and peer learning due to inconsistent or nascent formal guidance. Students primarily justify the use of ChatGPT and/or other AI writing tools as a means to increase efficiency and linguistic quality, particularly for non-native speakers, utilizing tools for text refinement, translation, and overcoming writer’s block. However, they remain highly cautious, framing ethical boundaries around intellectual ownership and expressing concerns regarding AI "hallucinations," over-reliance, and the potential decline of critical thinking skills.
The findings suggest that while policies focus on regulation and academic integrity, students prioritize practical utility. This highlights a critical need for more adaptive institutional frameworks that move beyond mere prohibition to foster comprehensive AI literacy in European Higher Education.
Keywords: Higher Education Policies, Academic Writing, Generative Artificial Intelligence, Student Perceptions, Ethical Frameworks
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