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The study examines the effectiveness of an academic integrity training program called Academic Integrity Training (AIT) in improving students’ academic integrity among final-year students.

The research design used was one group pretest and posttest (n = 40) students in research proposal courses.

Analysis with stacking and racking analysis showed a change in the distribution of the Logit Value Person (LVP) and Logit Value Item (LVI) values on the side of the subjects and items used for this study. Testing with a paired sample t-test yielded a value of t = −3.059 and a significance (p) = 0.004, indicating that there was a significant increase in LVP at the pre-test (M = 2.52 & SD = 1.56) and post-test (M = 3.33 & SD = 2.09) in the subject of the study.

The study results concluded that this academic integrity training program can improve students' academic integrity and is designed and implemented with the right personal approach to suppress academic dishonesty, especially the problem of plagiarism among graduate students submitting thesis proposals.

Academic dishonesty has been a major problem in higher education over the last two decades. Various strategies have been attempted to address the condition, but no program has been found to directly address the problem on the personal order or individuals who do so.

This study investigated the factors contributing to the reduction of plagiarism. It focuses on elucidating the concept of plagiarism, its legal and ethical implications, the punitive measures implemented to address plagiarism and the level of awareness of plagiarism policies.

An online survey was administered to 649 students (160 male, 489 female) of the College of Social Sciences at Kuwait University (KU) to investigate the relationships between a number of factors linked to plagiarism, including its definition, legal and ethical implications, understanding of plagiarism regulations and the consequences associated with plagiarism.

The aforementioned factors and underlying causes that contribute to engaging in plagiarism were substantially correlated. Regression analysis revealed that variables such as legal and ethical considerations, familiarity with plagiarism regulations and the existence of sanctions were statistically significant predictors of the factors contributing to the occurrence of plagiarism.

The findings can help the Kuwait University administration and similar universities in the region focus on increasing students’ awareness of plagiarism and can aid in developing better policies that include the definition of plagiarism and penalties for undertaking this academic misconduct.

This study shows universities the importance of increasing students’ awareness of academic misconduct and can help create appropriate and robust policies.

This paper analyzes the ethics of integrating Artificial Intelligence (AI), particularly regarding AI-generated educational content in academia. It attempts to explore how AI customization mimics human interaction and behavior in education, investigate ethical concerns in educational AI adoption, and assess ChatGPT’s ethical use for nurturing curiosity and maintaining academic integrity in education.

Fictional tales may help us think critically and creatively to uncover hidden truths. The narratives are analyzed to determine the affordances and drawbacks of Artificial Intelligence in Education (AIEd).

The study highlights the imperative for innovative, ethically grounded strategies in harnessing AI/GPT technology for education. AI can enhance learning, and human educators’ irreplaceable role is even more prominent, emphasizing the need to harmonize technology with pedagogical principles. However, ensuring the ethical integration of AI/GPT technology demands a delicate balance where the potential benefits of technology should not eclipse the essential role of human educators in the learning process.

This paper presents futuristic academic scenarios to explore critical dimensions and their impact on 21^st century learning. As AI assumes tasks once exclusive to human educators, it is essential to redefine the roles of both technology and human teachers, focusing on the future.

This study examined the causes of cheating and plagiarism in higher education from a global perspective and developed strategies for reducing these behaviours.

The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines to select 26 research articles published between 2016 and 2024.

Cheating and plagiarism are caused by laziness, time constraints, lack of confidence, difficult exams, excessive assignments, fear of poor grades, and motivation to achieve higher grades. However, students are often unaware of the effects these behaviours can have on their academic and professional careers. Therefore, in addition to regularly updating academic honour codes following national laws and regulations, higher education institutions need to introduce training programmes and workshops to raise students’ awareness of the negative consequences of cheating and plagiarism, enhance their writing skills, and promote positive attitudes.

The study findings may assist policymakers and stakeholders in higher education institutions in deciding whether to implement academic integrity education programmes and modify honour codes following government laws and regulations. Additionally, this study contributes to the existing literature on cheating and plagiarism and will help higher education institutions address the root causes of these behaviours.

This study contributes valuable insights to the literature on cheating and plagiarism.

This study aims to explore AI’s potential impact on the broader landscape of higher education in Tanzania. This study contributes to the ongoing discussion of AI’s potential to transform higher education and highlights the ethical considerations and challenges that must be addressed to ensure its successful implementation. This study informs future research and policy decisions in education and technology by providing a detailed understanding of AI’s perceived benefits and challenges in higher education.

A mixed-methods approach was used, which involves collecting and analyzing quantitative and qualitative data to understand the research problem comprehensively. This approach allowed data triangulation and led to a more robust and detailed understanding of this study.

In this study, it was discovered that enhanced assessment, time-saving, personalized learning, improved accessibility and detecting cheating are the perceived benefits of AI as a tool for enhancing learning in higher education, while cost and infrastructure, academic misconduct, data privacy and security, bias and ethical concerns and lack of human interaction are the perceived challenges of AI as a tool for enhancing learning in higher education. Further, it was revealed that students are more accepting of using AI tools in the classroom because they think they are more effective and engaging. On the other hand, faculty were more cautious and skeptical about employing AI tools in the classroom because they worried about how it would affect their teaching methods and job security.

The data collection was not conducted face-to-face. To fully capture respondents’ emotional responses, feelings, facial expressions, reactions, or body language was challenging. However, a sufficient number of individuals who participated were very cooperative, and their knowledge was very beneficial in understanding the topic.

A unique view of this study is a clear understanding of the perceived benefits and challenges of using AI as a tool for enhancing learning in higher education, as well as the variations in these perceptions among students and faculty. By examining the perspectives of both groups, this study provides a comprehensive understanding of the complex role of AI in higher education. Understanding the broader implications of AI in higher education can inform policy decisions and ensure that AI is used responsibly and ethically.

The purpose of this study is to develop the “ethical student scale” to understand the underlying factors that lead to the decisions of cheating and plagiarism and where business students are developmentally from a moral perspective and to help academic institutions assess how best to develop ethical education throughout the curriculum. This three-dimensional nine-item scale based on Kohlberg’s moral development model is proposed to serve as a valuable tool for educators who are struggling with identifying the best approach to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

Four survey design studies were conducted to determine what factors had previously been identified to both negatively and positively impact the propensity of a university student to engage in cheating and/or plagiarizing (Study 1, N = 179), to preliminarily validate the three dimension nine item scale that emerged from Study 1 (Study 2, N = 87); to test the construct validity of the three-dimensional nine-item scale (Study 3, N = 235); and to test the nine-item scale for convergent, divergent and predictive validity (Study 4, N = 201). The four surveys were administered to undergraduate students at two universities in the Northeast in the USA.

To shed light on the underlying factors that lead to the decisions of cheating and plagiarism, the authors propose three factors that are engaged when students make these types of ethical decisions: rules and enforcement as an external control, personal morality as an internal control and social influences as a social control (Kohlberg, 1976). Through four studies, this paper presents a three-dimensional nine-item scale based on Kohlberg’s moral development model to determine the factors that influence the propensity of a university student to engage in cheating and/or plagiarizing. The proposed scale showed strong reliability across the three dimensions.

The limitations of the scale are that this research was restricted to an academic setting. The relationship between the academic environment, the resulting behaviors of students and the subsequent behavior of these students as managers also needs investigation to determine if business ethics education does have an impact on increasing ethical decision-making.

The ethical student scale attempts to measure the development stage of students in a university setting and has the potential utility to help higher education institutions better understand the moral development of their students and what drives their decisions to engage in an ethical manner. Being a short yet reliable tool, ethical student scale may help business schools develop programs beyond a single business ethics course to instill ethical decision-making in students.

One of the goals as business educators is to produce ethical managers. The ethical student scale can help us develop a more integrated approach to business ethics education. As the students become managers and leaders in organizations, the social implications for more ethical decision-makers and organizations are widespread and vital to the community and the economy.

Ethical student scale is an attempt to quantify what types of controls (external, social, or personal) help develop ethical students and ethical managers. Based on Kohlberg’s moral development model, this three-dimensional nine-item scale which shows strong reliability will serve as a valuable tool for educators who are struggling with identifying the best approach to the issue of unethical decisions and behaviors as they try to create strategies to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

This study aimed to review the different types of academic integrity violations reported in the literature between 2013 and 2023. Moreover, this study investigated the causes of these violations and recommends approaches and measures that can be implemented to minimise academic integrity violations in the era of artificial intelligence (AI).

We reviewed 27 articles published between 2013 and 2023 from the Scopus database. We followed the reporting guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses to select, filter, and report relevant studies that met the research objectives.

The study revealed that various individual, institutional, social, cultural, and technological factors contribute to academic integrity violations. To minimise this issue, higher education institutions should offer brief academic integrity tutorial courses to all first-year students to enhance their knowledge of academic integrity. Moreover, academic honour codes should be regularly reviewed and updated, and technological tools should be implemented to detect AI-generated third-party assignments submitted by students. Furthermore, higher education institutions should frequently conduct training and workshops to educate students on the consequences of violating academic integrity.

This study contributes to existing literature. It highlights the wider societal implications of academic integrity violations such as their influence on workforce readiness and ethical standards in professional environments.

The purpose of this study is to analyze the relationship between academic writing and generative artificial intelligence (AI).

This paper is characterized as exploratory and descriptive, with a qualitative approach. Two approaches were used: the first, a narrative review of the literature with a systematic search from which a data collection stage was carried out using asynchronous interviews by means of an online questionnaire.

The results indicate that generative AI should be seen as a complementary tool for creative and critical academic writing. The data collected also highlighted issues related to academic dishonesty and the new type of plagiarism – plagiarism made possible by technologies – as well as issues of authorship and legitimacy of work carried out with AI and the loss of reflective and critical thinking and creativity.

The considerable increase in resources using AI in all dimensions of human life.

The impact that the use of generative AIs can have on the creation of knowledge and the dissemination of scientific research.

The impact that the use of generative AIs can have on the creation of knowledge and on the dissemination of scientific research.

The need for academia to anticipate the use of AI in academic writing and to incorporate its benefits into this process, especially considering researchers in training.

El objetivo de este artículo es analizar la relación entre la escritura académica y la inteligencia artificial generativa.

Este artículo se caracteriza por ser exploratorio y descriptivo, con un enfoque cualitativo. Se utilizaron dos enfoques: el primero, una revisión narrativa de la literatura con una búsqueda sistemática, a partir de la cual se llevó a cabo una etapa de recogida de datos mediante entrevistas asincrónicas a través de un cuestionario online.

Los resultados indican que la IA generativa debe considerarse una herramienta complementaria para la escritura académica creativa y crítica. Los datos recogidos también pusieron de manifiesto cuestiones relacionadas con la deshonestidad académica y el nuevo tipo de plagio, el plagio posibilitado por las tecnologías, así como cuestiones de autoría y legitimidad del trabajo realizado con Inteligencia Artificial, la pérdida de pensamiento reflexivo y crítico y la creatividad.

La necesidad de que el mundo académico se anticipe al uso de la IA en la escritura académica e incorpore sus ventajas a este proceso, considerando principalmente a los investigadores en formación.

El considerable aumento de los recursos que utilizan la IA en todas las dimensiones de la vida humana.

El impacto que puede tener el uso de las IA generativas en la creación de conocimiento y la difusión de la investigación científica.

El impacto que puede tener el uso de las IA generativas en la creación de conocimiento y la difusión de la investigación científica.

O objetivo deste artigo é analisar a relação entre a redação acadêmica e a inteligência artificial generativa.

Este artigo é caracterizado como exploratório e descritivo, com uma abordagem qualitativa. Foram usadas duas abordagens: a primeira, uma revisão narrativa da literatura com uma busca sistemática, a partir da qual foi realizada uma etapa de coleta de dados usando entrevistas assíncronas por meio de um questionário on-line.

Os resultados indicam que a IA generativa deve ser vista como uma ferramenta complementar para a redação acadêmica criativa e crítica. Os dados coletados também destacaram questões relacionadas à desonestidade acadêmica e ao novo tipo de plágio - o plágio possibilitado pelas tecnologias, bem como questões de autoria e legitimidade do trabalho realizado com a Inteligência Artificial, a perda do pensamento reflexivo e crítico e da criatividade.

A necessidade de a academia antecipar o uso da IA na redação acadêmica e incorporar seus benefícios nesse processo, considerando principalmente pesquisadores em formação.

O aumento considerável de recursos usando IA em todas as dimensões da vida humana.

O impacto que o uso de IAs generativas pode ter sobre a criação de conhecimento e a disseminação de pesquisas científicas.

O impacto que o uso de IAs geradoras pode ter na criação de conhecimento e na disseminação de pesquisas científicas.

Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom.

Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education.

The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals.

The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts.

The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research.

This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

This study investigates the potential effectiveness of ChatGPT in enhancing the academic writing skills of Saudi EFL undergraduate students. It also examines the challenges associated with its use and suggests effective ways to address them in the education sector.

The study employed a sequential mixed-methods approach, which involved distributing questionnaires to gather data from students, followed by conducting semi-structured interviews with a purposeful selection of eight students and six teachers.

The findings revealed that students were generally satisfied with the effectiveness of ChatGPT in enhancing their academic writing skills. However, they also pinpointed some challenges associated with using ChatGPT, including plagiarism, overreliance, inadequate documentation, threats to academic integrity, and inaccurate information. To alleviate these challenges, effective strategies include deploying detection tools, equipping students and educators with training sessions, and revisiting academic policies and assessment methods. It is recommended that ChatGPT be used responsibly as an assistant tool, in conjunction with students' ideas and teachers' feedback. This approach can significantly enhance students' writing skills and facilitate completing their research projects and assignments.

ChatGPT can be a valuable tool in the educational landscape, but it is essential to use it judiciously. Therefore, teachers' effective integration of ChatGPT into their classrooms can significantly enhance students' writing abilities and streamline their research process.

This study contributes to recent AI-based research and provides practical insights on the responsible integration of ChatGPT into education while addressing potential challenges.