Beyond AI-Generated Text: Strengthening Academic Integrity and Critical Thinking in Higher Education
The increasing use of Generative Artificial Intelligence in Higher Education has created new challenges for academic integrity, intellectual authorship, and the development of critical thinking. This study analyzes these challenges and evaluates a pedagogical intervention designed to promote the responsible use of Generative Artificial Intelligence in graduate education. The study was conducted between February 2025 and June 2026 and involved a total of 50 graduate students from three cohorts enrolled in two Master’s programs in Engineering and Business Administration. A qualitative educational action research approach was adopted, based on the analysis of academic assignments, similarity reports, and Artificial Intelligence-assisted writing detection using Turnitin, together with classroom observations and reflective discussions. The pedagogical intervention incorporated strategies based on the UNESCO (2023) guidance, structured prompt design, and the Socratic model. The findings revealed frequent use of Generative Artificial Intelligence-generated content without adequately paraphrasing the generated material, verifying information, or consulting the scientific literature. Following the intervention, students demonstrated greater attention to question formulation, information validation, and the use of reliable academic sources. The study contributes empirical evidence from educational action research showing that structured pedagogical interventions can promote the critical, ethical, and responsible use of Generative Artificial Intelligence in education.