AI-Assisted Learning in Biology Education: Challenges and Opportunities

This study examines the intersection of AI integration, academic integrity, and socioeconomic status (SES) among tertiary biology students in the Philippines. Employing a quantitative, cross-sectional correlational design, 320 students were surveyed to explore AI usage patterns, moral disengagement, and SES factors. Results indicate a moderate to frequent AI adoption rate, with 44.38% using AI "often" or "always." Students primarily leverage AI for concept explanation and research summarization, but critically, 61.88% use it for high-risk tasks like laboratory report writing. Academic integrity risks, characterized by moderate levels of moral justification (e.g., AI saves time) and displacement of responsibility (e.g., confidence-dependency), showed a significant moderate positive correlation (r = 0.489, p < .001) with AI usage frequency, suggesting a habituation effect that lowers ethical thresholds. A significant "AI opportunity gap" was identified, with higher-income students reporting greater usage. However, academic integrity risk levels exhibited "ethical parity," showing no statistically significant differences across income groups. The study concludes that while AI offers cognitive scaffolding, it poses substantial integrity challenges. Recommendations include proactive AI policies, universal integrity education, assessment redesign focusing on process and in-class application, and bridging the digital divide through subsidized access to ensure equitable and ethical AI integration in education.