  This study explores the phenomenon of "AI guilt" among secondary school
students, a form of moral discomfort arising from the use of AI tools in
academic tasks traditionally performed by humans. Through qualitative
methodologies, the research examines the factors contributing to AI guilt, its
social and psychological impacts, and its implications for educational
practices. The findings revealed three main dimensions for AI guilt - perceived
laziness and authenticity, fear of judgment, and identity and self-efficacy
concerns. The findings suggest a need to redefine academic integrity and shift
our mindset to reconsider what we should value in education. The study also
emphasizes the importance of ethical guidelines and educational support and
provides implications to help students navigate the complexities of AI in
education, reducing feelings of guilt while enhancing learning outcomes.
