Ethical and epistemic AI literacy in student learning judgement, agency, and responsibility in an open distance education context

Abstract The rapid diffusion of generative artificial intelligence (AI) in education has intensified questions regarding how students exercise judgement, responsibility, and agency in AI-supported knowledge practices. While existing research has documented patterns of AI use and perceived usefulness, less attention has been given to how students evaluate AI-generated content, exercise epistemic judgement, and navigate ethical responsibility in learning contexts. This study examines ethical and e