Leadership

When Generative Artificial Intelligence Meets Academic Integrity

GenAI as a shadow education (or e-tutoring) tool can be beneficial in terms of expanding access to multiple knowledge bases and digital skills of future graduates.

This report by The British Educational Research Association (BERA) aimed to offer insights into the educational opportunities and challenges presented by the use of generative artificial intelligence (GenAI) in university settings.

The findings suggest that GenAI as a shadow education (or e-tutoring) tool can be beneficial in terms of expanding access to multiple knowledge bases and digital skills of future graduates.

At the same time, its use has the potential to disrupt current quality assurance practices and undermine university principles and values of cultivating critical and creative thinking and learning skills – notably through the homogenisation of learning experiences often based on erroneous (and un-equalising) assumptions.

Furthermore, staff views on GenAI vary by discipline due to, for example, their teaching and learning practices, perceived relationship between HE and the relevant industry, and assessment modes and designs.

Key recommendations include a clear university-level policy on GenAI use and a revitalisation of academic integrity education and guidelines in partnership with staff and students across and within disciplines.

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