Camilla Gyldendahl Jensen, Mette Bisgård Madsen, Michael Andersen, Peter Nørkjær Gade

Ethical Implications of Generative AI in Collaborative Learning for Decision-Making in Circular Construction

Introduction

Ethical implications of generative ai in collaborative learning for decision-making in circular construction. Explore ethical implications of Generative AI in collaborative learning for circular construction decisions. Students navigate GAI's role, trust, and accountability.

Abstract

Generative AI (GAI) is increasingly embedded in collaborative learning environments, shaping how students negotiate trust, authority, and responsibility in decision-making. This article examines how students in a circular construction course navigate the potential role of GAI during early-stage, value-laden design processes. Drawing on focus group interviews with interdisciplinary student teams, the analysis is framed through a socio-material perspective that views GAI as an entangled actor rather than a neutral tool. Findings show that students often position GAI critically, engaging with it as a creative catalyst in early ideation phases, but maintaining professional distance when accountability, traceability, and domain-specific knowledge are at stake. Hesitation and non-use emerge as meaningful forms of ethical positioning, shaping collaborative dynamics as much as active use. The study highlights the need for pedagogical strategies that support students in critically navigating algorithmic authority and integrating GAI transparently and responsibly into collaborative design practices.

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