Did Alice Do Wrong? Cross-Cultural Differences in Student Perceptions of Generative AI Use in University Computing Education

The rise of generative AI (GenAI) in higher education has prompted urgent debates surrounding academic integrity and ethical use. This study examines cross-cultural differences in student perceptions of GenAI use, comparing responses from students at Canadian and South Korean universities. Using a scenario-based survey administered in Fall 2024, we analyzed how students judged the ethicality and rule compliance of AI-assisted coding practices. Results reveal that Canadian students were consistently more likely to perceive the use of GenAI as both unethical and against institutional policies compared to Korean students, despite functionally identical institutional policies. Statistical analysis, including Mann-Whitney U tests and correlation coefficients, demonstrated significant differences across nearly all scenarios. Analysis of the factors used in generating scenarios indicated that the amount of AI-generated code incorporated into assignments most strongly influenced ethical judgments. Findings were interpreted through Hofstede's cultural dimensions framework, suggesting that cultural factors such as power distance, individualism, and uncertainty avoidance significantly shape students' ethical reasoning regarding GenAI. Our results contribute to the growing body of evidence emphasizing that equitable AI integration in education must be culturally responsive, taking into account diverse conceptions of academic integrity. We advocate for the development of nuanced AI-use guidelines that are sensitive to local cultural contexts while upholding fundamental principles of academic honesty. This study highlights the need for ongoing cross-cultural research to inform ethical AI policies and support responsible GenAI use in global higher education settings.

From Chatbots to Confidants: A Cross-Cultural Study of LLM Adoption for Emotional Support

Large Language Models (LLMs) are increasingly used not only for instrumental tasks, but as always-available and non-judgmental confidants for emotional support. Yet what drives adoption and how users perceive emotional support interactions across countries remains unknown. To address this gap, we present the first large-scale cross-cultural study of LLM use for emotional support, surveying 4,641 participants across seven countries (USA, UK, Germany, France, Spain, Italy, and The Netherlands). Our results show that adoption rates vary dramatically across countries (from 20% to 59%). Using mixed models that separate cultural effects from demographic composition, we find that: Being aged 25-44, religious, married, and of higher socioeconomic status are predictors of positive perceptions (trust, usage, perceived benefits), with socioeconomic status being the strongest. English-speaking countries consistently show more positive perceptions than Continental European countries. We further collect a corpus of 731 real multilingual prompts from user interactions, showing that users mainly seek help for loneliness, stress, relationship conflicts, and mental health struggles. Our findings reveal that LLM emotional support use is shaped by a complex sociotechnical landscape and call for a broader research agenda examining how these systems can be developed, deployed, and governed to ensure safe and informed access.