ACADEMIC INTEGRITY IN THE ERA OF GENERATIVE AI: AUTHORSHIP, AUTHENTICITY AND FORMATIVE EXPERIENCE IN HIGHER EDUCATION

Abstract

The expansion of generative artificial intelligence in higher education has reshaped writing, reading, research, and assessment practices, bringing classical issues of academic integrity back to the center of debate, such as plagiarism, authorship, authenticity, and intellectual responsibility. This article critically analyzes recent literature on the relationship between generative AI and academic integrity, based on a qualitative and interpretive scoping review. The study brings together contributions from critical pedagogy, technology ethics, and algorithmic culture studies, situating the discussion within the broader context of higher education platformization and the intensification of digital surveillance. The findings indicate three central axes: the transformation of notions of authorship and originality; the prevalence of institutional responses focused on control, detection, and sanction; and the emergence of pedagogical proposals that treat AI as an opportunity to rethink assignments, assessment, and formative processes. The article concludes that academic integrity cannot be reduced to rule compliance or technological surveillance, but must be understood as a constitutive dimension of educational experience, linked to intellectual honesty, responsibility, and critical formation.