Digital Jurisprudence in the Classroom: An Ethnographic Study of Intellectual Property Ethics and Creative Identity Among Digital Native Students
DOI:
https://doi.org/10.61987/edulearn.v1i1.5Keywords:
Digital Ethics, Intellectual Property, Creative Identity, Digital LiteracyAbstract
This study aims to explore how digital-native students construct and negotiate intellectual property ethics and creative identity within digitally mediated classroom environments. A qualitative ethnographic design was employed to capture students’ lived experiences, using participant observation, in-depth interviews, and document analysis as primary data collection techniques. The findings reveal that students develop a fluid and hybrid understanding of intellectual property, where originality is often interpreted through practices of adaptation, remixing, and AI-assisted creation. Ethical awareness is shaped not only by formal instruction but also by peer interaction, classroom culture, and the affordances of digital technologies. Students tend to prioritize efficiency and collaboration, which sometimes leads to the normalization of ethically ambiguous practices.
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