An Exploratory Factor Analysis of Vulnerability and Protective Factors Influencing University Students’ Unethical Intention to Use AI Tools

The rapid integration of AI tools in higher education presents both opportunities and challenges in the contemporary education setting, mainly regarding students’ ethical and responsible use. This study aims to explore the underlying factors that influence students’ unethical intention to use AI tools through a Vulnerability–Protection framework, which considers factors that lead to unethical usage (vulnerability) and factors that prevent unethical usage (protection). Data were collected from 522 undergraduate and postgraduate students across eight universities, comprising four public and four private institutions, in the Colombo District, Sri Lanka. Exploratory Factor Analysis (EFA) was conducted to identify primary dimensions, and reliability analysis was used to assess internal consistency. Results discovered a seven-factor structure, including four vulnerability factors: perceived ease of use/usefulness, institutional pressure, peer influence, and task pressure, and two protective factors: AI literacy and ethical awareness. Perceived usefulness and ease of use were identified as the strongest drivers of AI adoption, while protective factors provided a barrier for unethical usage. The findings highlight a relationship between different cognitive, social, and ethical factors of AI use, highlighting the importance of improving AI literacy, ethical awareness, and supportive institutional practices. These insights offer practical guidance for universities to promote responsible and knowledgeable AI adoption while mitigating risks related to academic integrity.