ChatGPT Use and Academic Integrity: Exploring Academic Honesty Practices Among Undergraduate Students

Abstract

Since the emergence of ChatGPT in 2022, teaching and learning practices at universities have undergone significant changes, particularly in academic writing (Hasanein & Sobaih, 2023). The growing use of ChatGPT among university students has raised concerns about academic integrity and the credibility of university degrees. This study explored students’ perspectives and practices concerning honesty and academic integrity when using ChatGPT to complete academic writing tasks. The study was theoretically grounded in the sociology of morality proposed by Hitlin and Vaisey (2013). A qualitative approach with a phenomenological research design was employed. Data were collected through semi-structured interviews and focus group discussions using separate sets of open-ended questions developed by the researcher. The population consisted of B.Ed. (Hons) students enrolled at the University of Education, Lahore. Thirty students who met the predetermined selection criteria participated in the study. The data were analyzed thematically following Creswell’s (2014) approach, and findings were presented through triangulation of the collected data. The findings showed that most participants considered ChatGPT a useful academic tool; however, many engaged in plagiarism by copying and pasting ChatGPT-generated content and ideas into their academic writing without proper acknowledgment. This indicates dishonest practices and raises concerns about students’ responsible use of artificial intelligence. The study concludes that excessive reliance on ChatGPT may undermine academic integrity and recommends measures to manage students’ dependence on the technology. It further recommends research on trust in student submissions, classroom engagement in the AI era, and the potential of artificial intelligence to improve students’ academic writing skills.