Abstract

The increasing accessibility of generative AI tools such as ChatGPT, Grammarly, and Bard has altered how students react to blended learning environments. While these tools promise personalized support and enhanced academic performance, their integration raises significant questions around ethics, inclusion, and pedagogical relevance, particularly within school settings in developing regions. The present research investigates how secondary school students (Classes 9–12) in Lucknow district use AI tools in blended learning, and how their experiences reflect ethical awareness, access equity, and learning outcomes. Adopting a sequential explanatory mixed-methods design, the research involved a structured questionnaire administered to a diverse student sample, followed by semi-structured interviews with selected participants. Results stipulate how participants utilize AI tools for schoolwork, but they don't know much about ethical limits, how to critically evaluate AI-generated content, or how access is distinct for individuals from various socioeconomic groups. Participant feedback suggests a dual relationship with AI, showing both dependence and autonomy. Participants also communicated a need for teacher support and clear school policies. This research shows a need for digital literacy, dependable tech, and ethical guidelines to ensure AI supports student-centred education.