Jul 2026· International Journal of Sustainable Social Science (IJSSS)· Vol 4, pp. 283-296· 0 citations· 16 references
TL;DR
The main challenge lies not in AI technology itself, but in how educational institutions manage its use responsibly, and collaboration is needed between educators, students, policy makers and educational institutions in formulating guidelines for the use of AI.
Abstract
The increasingly rapid digital transformation has encouraged the integration of Artificial Intelligence (AI) in various aspects of education, including the learning process, assessment and preparation of academic assignments. The presence of generative AI technology provides various benefits, such as increasing learning efficiency, facilitating access to information, and supporting the development of thinking skills. The use of AI also poses serious challenges to academic integrity. This research aims to examine the various challenges posed by the use of AI on educational integrity and identify strategies that can be implemented to maintain the values of academic honesty in the era of digital transformation. The method used is Systematic Literature Review (SLR) by reviewing various scientific articles, research reports and relevant academic publications regarding AI and academic integrity. The results of the study show that the use of AI has the potential to increase the practice of plagiarism, technology dependence, manipulation of academic assignments, and difficulties in detecting the authenticity of student work. The development of generative AI has changed the learning evaluation paradigm so that educational institutions need to adjust their policies and assessment methods. However, AI can also be used ethically as a learning support tool if it is accompanied by clear regulations, adequate digital literacy, and strengthening a culture of academic integrity. This research concludes that the main challenge lies not in AI technology itself, but in how educational institutions manage its use responsibly. Collaboration is needed between educators, students, policy makers and educational institutions in formulating guidelines for the use of AI that balance technological innovation and maintaining academic integrity
The findings suggest that academic integrity in the age of artificial intelligence (AI) cannot be focused solely on preventing fraud, and this needs to expand to support ethical digital literacy, redesign learning tasks that require human reasoning, and ensure fairness in automated decision-making systems.
W. Phornprasert, W. Nuankaew, Pratya Nuankaew· International Journal of Adv...· 0 citations
It is concluded that academic institutions must use clear ethical practices and AI-aware assessment designs to ensure that technology is used as an assisting tool that improves users' learning while ensuring the fundamental values of education.
Sugandha Nandedkar, Prachi Waghmare, Ashwini Swami et al.· International Scientific Jou...· 0 citations
The article explores the issue of ensuring academic integrity under the conditions of the digital transformation of education, driven by the rapid proliferation of generative artificial intelligence and the need to rethink traditional approaches to organizing the educational process and assessing learning outcomes. The aim of the study is to provide a theoretical substantiation of a conceptual approach to ensuring academic integrity in the context of educational digital transformation, identify contemporary challenges associated with the use of generative artificial intelligence, and outline pedagogical and institutional mechanisms for fostering a culture of responsible digital technology adoption in higher education institutions. The methodological framework of the study comprises general scientific and specialized methods: analysis, synthesis, systematization, generalization, comparative, systems, and content analysis, as well as conceptual analysis of scientific sources, legal frameworks, and international guidelines. As a result of the research, the main challenges to ensuring academic integrity during educational digital transformation have been systematized. A conceptual approach to maintaining academic integrity has been substantiated, integrating legal, methodical-didactic, technological-expert, and cultural-educational components. The scientific novelty lies in the theoretical substantiation of a conceptual framework for ensuring academic integrity in the era of educational digital transformation, which combines legal, pedagogical, technological, and cultural-educational mechanisms into a unified system supporting academic culture and the responsible use of generative artificial intelligence. The practical significance of the findings stems from their applicability to enhancing internal quality assurance systems, regulating local policies on generative AI usage, updating assessment methods for learning outcomes, and advancing the professional development of academic staff.
Iryna Kramarenko, T. Melnychenko, M. Kłym· Academic Visions· 0 citations
The aim of this study was to analyze the opportunities, risks, and pedagogical transformations associated with the use of artificial intelligence in higher education learning processes. A theoretical review based on documentary analysis was conducted through the critical examination and comparative synthesis of scientific literature published between 2021 and 2026 in databases such as Scopus, Web of Science, and ERIC. The analysis explored the main dimensions through which artificial intelligence is reshaping university teaching and learning, including personalized learning systems, generative AI tools, algorithmic assessment, and emerging ethical and epistemological challenges. The reviewed literature revealed that artificial intelligence offers significant benefits depending on institutional contexts and the pedagogical approaches guiding its implementation, while also posing risks related to academic dependency, superficial learning, and assessment bias. The opportunities and risks identified represent an interdependent tension that influences the effective integration of artificial intelligence into higher education. The findings suggest that the pedagogical transformation enabled by artificial intelligence depends less on the sophistication of the technologies themselves and more on the institutional capacity to establish curricular guidelines, implement ethical policies, and foster critical digital competencies among both teachers and students.
Félix Antonio Díaz, Juan Carlos Toribio Fernández, J. Martínez-Alonzo et al.· MENTOR revista de investigac...· 0 citations
This document outlines the conceptual, theoretical, and methodological underpinning of the AI-Augmented Pedagogy Integration Model (AAPIM), which has now been further supported by a growing evidence base of 2025–2026 meta-analyses and systematic reviews.
Ahnaf Afsin, Rumaysha Tahan Towaa, Kasif Suhail Ayate et al.· Frontiers in Computer Scienc...· 0 citations
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.
Rodrigo Florencio da Silva· Information· 0 citations