Academic integrity surrounding the use of generative AI in higher education: Lenses from ICT college students

Abstract

The emergence of Generative AI (GenAI) in education marks a transformative shift in teaching, learning, and assessment practices. GenAI technologies have evolved from being simple conversational agents to highly advanced systems capable of generating human-like text, solving complex problems, assisting in creative writing, tutoring, and even providing personalized feedback to students. This paper explored the use of GenAI in education with emphasis on its implications towards academic integrity. Information and Communications Technology (ICT) college students (n=30) were purposively sampled to be interviewed regarding their experiences and perceptions about the use of GenAI in their program. Thematic analysis was carried out to identify emerging themes and assess the implications of GenAI use in education, particularly ICT learning processes. Students believed that GenAI offers significant benefits, such as personalized learning, assistance in creative writing, tutoring, coding, and grading, which enhance students’ learning experiences by providing instant feedback and helping them understand difficult concepts. Concerns about over-reliance on AI, plagiarism, and academic dishonesty have emerged, as some students use AI tools to bypass intellectual effort, raising questions about the authenticity of their work. ICT students expressed concerns about GenAI fostering cheating and undermining academic independence. Despite these issues, students remain optimistic about GenAI’s role in education, advocating for clear guidelines on its appropriate use to balance its benefits with the need for academic integrity. The integration of GenAI in educational settings necessitates careful management to ensure that it supports, rather than diminishes, the learning process.