The rise of artificial intelligence (AI) in Higher Education has transformed the way students access, experience and create academic work. However, this transformation has also raised ethical concerns around AI-generated assessments, threats to academic integrity, and issues surrounding AI access, literacy skills and critical reflection. Addressing such concerns, Higher Education Institutions (HEIs) have implemented policies for AI use in assessments. Despite these efforts, the policies remain ambiguous and lack clear guidelines on the integration of ethical AI into coursework and assessments. Focusing on this gap, this study employed a systematic literature review of 55 peer-reviewed articles from different localities and methodologies to identify key principles and guidelines for student ethical AI use. The findings conclude that HEIs should provide two main support structures alongside existing policy: compulsory first-year short learning programmes and continuous campus support centres focused on academic integrity and ethical AI literacy. These support structures should focus on the principles of transparency, accountability, academic integrity, ethics, critical thinking and reflective practice. In doing so, they should aim to scaffold and promote ethical AI literacy skills for students to guide their engagement with AI. The study further recommends that future research pilot these initiatives to evaluate their effectiveness in guiding student ethical AI use, allowing for future contributions to construct and implement improved AI policies for Higher Education students.

Keywords: Artificial Intelligence, Higher Education, Academic Integrity, AI Literacy, Ethics.