NEURO-AI PEDAGOGICAL COMPETENCE AND ACADEMIC ETHICS IN THE ERA OF GENERATIVE AI
Abstract
The rapid integration of generative artificial intelligence (AI) into highereducation raises important questions about academic ethics and responsible use. Thisstudy investigates the relationship between AI engagement, academic autonomy,ethical orientation, and the development of Neuro-AI pedagogical competenceamong university students in Uzbekistan. The research is based on a survey of 381students, with a balanced analytical subsample of 302 respondents. All constructsshowed acceptable internal consistency (Cronbach's α ≥ 0.70).The results reveal that AI enhances academic productivity but simultaneouslyincreases concerns regarding autonomy and ethical responsibility. Graduate studentsdemonstrate higher levels of Neuro-AI pedagogical competence, characterized bystrategic, reflective, and ethically responsible AI use. The findings highlight theimportance of pedagogical strategies that foster responsible and transparentengagement with AI in digitally mediated learning environments.