This study aims to examine high school students' generative artificial intelligence (GenAI) literacy levels to support the ethical use of generative AI in education. AI in education has the potential to provide personalized learning experiences for students and offer teachers more efficient management tools. GenAI refers to deep learning models capable of producing high-quality content, which has caused a transformation, particularly in sectors like art, media, and design. However, discussions about the ethical and societal impacts of this technology are increasing. Issues such as fake content production, copyright infringement, and privacy concerns are among the potential risks of GenAI. The research was conducted using a mixed-methods approach, starting with the collection of quantitative data followed by qualitative data. Data were collected using the 10-item "Generative Artificial Intelligence (GenAI) Literacy Scale" developed by Wang et al. (2023) and adapted to Turkish by Gökçearslan et al. (2024), as well as a semi-structured interview form prepared by the researchers. A total of 86 volunteer high school students participated in the study. According to the findings, 74% of the students reported using AI regularly. The results indicate that the students' GenAI literacy levels are high. No significant differences were observed in GenAI literacy levels based on gender or grade level. However, differences were found in students' self-perceptions of computer and GenAI usage, which correlated with their literacy levels. When examining the subdimensions of the GenAI literacy scale, it was found that those who perceived themselves as proficient scored higher in the awareness, usage, and evaluation dimensions of GenAI literacy. In terms of ethics, most students reported adhering to ethical principles in their use of AI. However, 38% of students expressed concerns about the spread of AI-based content creation technologies, such as DeepFake. These findings reflect both the potential of AI in education and the ethical challenges it raises. The research indicates that students need further guidance and information regarding the ethical use of AI. There is a need for more comprehensive educational programs to increase AI literacy. Moreover, concerns about technologies like DeepFake have led to ethical worries among students. Therefore, educators and policymakers should provide students with information about the potential risks of these technologies and encourage their ethical use. Future research could focus on teachers' GenAI literacy levels, the integration of GenAI into education, and how they guide students in this regard.

Keywords: Generative AI literacy, education, high school students, deepfake, ethic.