Balkir, Nalan BayraktarTopkaya, Ece Zehir2025-05-292025-05-2920251570-17271572-8544https://doi.org/10.1007/s10805-025-09632-0https://hdl.handle.net/20.500.12428/30267Using a qualitative, multiple cross-sectional research design, this study investigated the evolving perspectives on the use of artificial intelligence (AI) and academic integrity between two cohorts of English as a Foreign Language learners (n = 48 and n = 96, respectively) enrolled in an English Language Preparatory Program at a Turkish university over two academic terms. The study revealed three significant patterns in students'changing perspectives: a shift from broad acceptance or rejection to detailed consideration of appropriate AI use, enhanced ethical awareness encompassing attribution and plagiarism, and recognition of AI as an integral educational tool that requires thoughtful management. These changes reflect a growing understanding of AI's role and implications in academic practice. The findings align with recent global research on AI integration in education, particularly regarding students'mixed perceptions of AI tools' potential benefits and ethical concerns. The study suggests that educational institutions develop context-specific guidelines and support systems that balance technological innovation with academic integrity.eninfo:eu-repo/semantics/closedAccessAcademic integrityArtificial intelligence in education (AIED)Academic courseworkEFL learners' perceptionsTurkish higher educationEnglish language preparatory programArticle10.1007/s10805-025-09632-0N/AWOS:0014617363000012-s2.0-105002170730Q1