Sociological perspectives on AI ethics in higher education: a comparative study of student experiences in the UAE and Jordan

This cross-sectional study aims to examine the ethical values regulating the use of generative artificial intelligence (ChatGPT) among university students in the United Arab Emirates and Jordan. A descriptive–analytical survey of 1,000 students across multiple faculties revealed a high adoption rate of approximately 82% in both contexts, with no statistically significant differences by university affiliation (odds ratio = 1.009, p = .955) or sex. Students primarily reported using ChatGPT for information retrieval, writing assistance, error detection, and summarization. Despite its frequent use, mean scores on ethical-value items indicate strong disagreement with substituting traditional instruction, uncritically trusting AI-generated content, and prioritizing AI over face-to-face interaction. Regression analysis further demonstrates that ethical values significantly predict responsible usage behaviors, suggesting that AI integration occurs within a framework of moral regulation rather than unrestrained technological dependence. Although usage patterns appear structurally similar across the two national contexts, variations in institutional policy environments highlight differing governance dynamics that may shape long-term regulatory approaches. The findings contribute to ongoing debates on AI in higher education by emphasizing not only the continued role of ethical norms in shaping student engagement but also the importance of culturally grounded governance frameworks that balance innovation with responsibility.