International Journal of
Information and Education Technology

Abstract—The rapid spread of Generative AI (GenAI) tools, particularly conversational agents such as ChatGPT, is reshaping school education. Yet little is known about how adolescents perceive the use of such tools for homework. This study investigates students’ ethical reasoning regarding ChatGPT use and introduces a Three-Layered Ethical Reasoning Model grounded in moral development theory. We analyzed essays from 164 grammar school students (aged 14–16) across nearly all German federal states. Students first rated the fairness of using ChatGPT for homework and then explained their position in written essays. Only 12% considered ChatGPT use inherently acceptable, 43% expressed conditional acceptance, and 38% rejected it, with no gender differences observed. Qualitative analysis revealed three layers of ethical reasoning: self-oriented (personal accountability, focusing on learning autonomy and learning integrity), peer-oriented (interpersonal fairness, addressing peer equity, assessment fairness, and access disparities), and institution-oriented (systemic considerations, from potential improvements to concerns about assessment misfit and misalignment with educational goals). Each layer ranged from arguments supporting acceptable use to concerns leading to rejection. Students also frequently referred to ChatGPT’s learning utility and efficiency. The findings show that adolescents approach GenAI use with nuanced ethical considerations rather than simple acceptance or rejection. We argue that a conditionally acceptable stance, supporting responsible individual use, transparent peer practices, and institutional legitimacy through clear rules and teacher guidance, is essential for the ethically sound integration of GenAI tools in the educational process.

Keywords—artificial intelligence in education, generative AI, ChatGPT, homework assistance, adolescent ethics, ethical reasoning, fairness, responsible AI use, secondary education, AI ethics, AI in schools

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Cite: Zinaida Adelhardt and Thomas Eberle, "German Students’ Views on Using Generative AI for Homework: A Three-Layered Ethical Reasoning Model," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1337-1352, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).