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Research papers on Generative AI in education

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  1. Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT

    Rosario Michel‐Villarreal, Eliseo Luis Vilalta-perdomo, David Ernesto Salinas-Navarro, et al. · 2023 · Education Sciences · 869 citations

    ChatGPT is revolutionizing the field of higher education by leveraging deep learning models to generate human-like content. However, its integration into academic settings raises concerns regarding academic integrity, plagiarism detection, and the potential impact on critical thinking skills. This article presents a study that adopts a thing ethnography approach to understand ChatGPT’s perspective on the challenges and opportunities it represents for higher education. The research explores the potential benefits and limitations of ChatGPT, as well as mitigation strategies for addressing the identified challenges. Findings emphasize the urgent need for clear policies, guidelines, and framewor

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  2. ChatGPT in higher education: Considerations for academic integrity and student learning

    Miriam Sullivan, Andrew Kelly, Paul McLaughlan · 2023 · Journal of Applied Learning & Teaching · 842 citations

    The release of ChatGPT has sparked significant academic integrity concerns in higher education. However, some commentators have pointed out that generative artificial intelligence (AI) tools such as ChatGPT can enhance student learning. Consequently, academics should adapt their teaching and assessment practices to embrace the new reality of living, working, and studying in a world where AI is freely available. Despite this important debate, very little academic literature has been published on ChatGPT and other generative AI tools. This article uses content analysis to examine news articles (N=100) about how ChatGPT is disrupting higher education, concentrating specifically on Australia, Ne

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  3. ChatGPT and the rise of generative AI: Threat to academic integrity?

    Damian Eke · 2023 · Journal of Responsible Technology · 527 citations

    The emergence of OpenAI's ChatGPT has put intense spotlight on Generative AI (Gen-AI) systems and their possible impacts on Academic integrity. This paper provides an overview of the current arguments around ChatGPT and Academic integrity and concludes that although these technologies are capable of revolutionising academia, the way ChatGPT and other generative AI systems are used could surely undermine academic integrity. However, to ensure that the risks to academic integrity are mitigated for greater maximisation, institutional and multi-stakeholder efforts are required.

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  4. Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education

    Junaid Qadir · 2022 · 264 citations

    Engineering education is constantly evolving to keep up with the latest technological developments and meet the changing needs of the engineering industry. One promising development in this field is the use of generative artificial intelligence technology, such as the ChatGPT conversational agent. ChatGPT has the potential to offer personalized and effective learning experiences by providing students with customized feedback and explanations, as well as creating realistic virtual simulations for hands-on learning. However, it is important to also consider the limitations of this technology. ChatGPT and other generative AI systems are only as good as their training data and may perpetuate bia

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  5. The impact of generative AI on academic integrity of authentic assessments within a higher education context

    Alexander Kofinas, Crystal Han‐Huei Tsay, David Pike · 2025 · British Journal of Educational Technology · 204 citations

    Generative AI (hereinafter GenAI) technology, such as ChatGPT, is already influencing the higher education sector. In this work, we focused on the impact of GenAI on the academic integrity of assessments within higher education institutions, as GenAI can be used to circumvent assessment approaches within the sector, compromising their quality. The purpose of our research was threefold: first, to determine the extent to which the use of GenAI can be detected via the marking and moderation process; second, to understand whether the presence of GenAI affects the marking process; and finally, to establish whether authentic assessments can safeguard academic integrity. We used a series of experim

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  6. The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments

    Jan Henrik Gruenhagen, Peter M. Sinclair, Julie‐Anne Carroll, et al. · 2024 · Computers and Education Artificial Intelligence · 187 citations

    The rapid adoption of generative AI tools such as ChatGPT by students has the potential to disrupt the higher education sector, with concerns being raised by academics about potential threats to academic integrity. This paper contributes to the pressing discussion about responses to AI tools by examining students' perceptions and the use of generative AI to assist them with assessments. Based on a survey among 337 Australian university students, this study found that more than a third of students have used a chatbot for assistance with an assessment, and do not necessarily perceive this as a breach of academic integrity. The study further investigated to what extent different psychosocial fa

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  7. Understanding the diffusion of AI-generative (ChatGPT) in higher education: Does students' integrity matter?

    Mohamed Bouteraa, Saeed Awadh Bin‐Nashwan, Meshari Al-Daihani, et al. · 2024 · Computers in Human Behavior Reports · 163 citations

    ChatGPT, an AI-powered language model, is revolutionising the academic world. Scholars, researchers, and students use its advanced capabilities to achieve their educational objectives, including generating innovative ideas, delivering assignments, and conducting extensive research projects. Nevertheless, the use of ChatGPT among students is contentious, giving rise to significant apprehensions regarding integrity and AI-facilitated deceit. At the same time, scholarly communities currently need more well-defined standards for adopting such academia-oriented technology. This study aims to determine students' use of ChatGPT using the Unified Theory of Acceptance and Use of Technology (UTAUT) an

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  8. The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence

    Maxim Topaz, Laura‐Maria Peltonen, Martin Michalowski, et al. · 2024 · Journal of Nursing Education · 98 citations

    This article examines the potential of generative artificial intelligence (AI), such as ChatGPT (Chat Generative Pre-trained Transformer), in nursing education and the associated challenges and recommendations for their use. Generative AI offers potential benefits such as aiding students with assignments, providing realistic patient scenarios for practice, and enabling personalized, interactive learning experiences. However, integrating generative AI in nursing education also presents challenges, including academic integrity issues, the potential for plagiarism and copyright infringements, ethical implications, and the risk of producing misinformation. Clear institutional guidelines, compreh

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  9. Generative artificial intelligence (Gen-AI) in pharmacy education: Utilization and implications for academic integrity: A scoping review

    R. Mortlock, Cherie Lucas · 2024 · Exploratory Research in Clinical and Social Pharmacy · 77 citations

    Introduction: Generative artificial intelligence (Gen-AI), exemplified by the widely adopted ChatGPT, has garnered significant attention in recent years. Its application spans various health education domains, including pharmacy, where its potential benefits and drawbacks have become increasingly apparent. Despite the growing adoption of Gen-AIsuch as ChatGPT in pharmacy education, there remains a critical need to assess and mitigate associated risks. This review exploresthe literature and potential strategies for mitigating risks associated with the integration of Gen-AI in pharmacy education. Aim: To conduct a scoping review to identify implications of Gen-AI in pharmacy education, identif

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  10. Academic Integrity In The Age Of Generative AI: Perceptions And Responses Of Vietnamese EFL Teachers

    C. Ngo, T. Tran, T. Nguyen · 2024 · Teaching English With Technology · 64 citations

    This study examines the perceptions and responses of Vietnamese teachers of English as a Foreign Language (EFL) to academic integrity concerns that arise from the use of AI, specifically chatbots like ChatGPT, in foreign language education. The study employed an open-ended survey to collect data from 31 Vietnamese EFL teachers who were asked to share their views on AI-based academic dishonesty, identify perceived causes, outline consequences for students engaging in AI-based plagiarism, and articulate their pedagogical responses to the issue. The study found that teachers primarily attributed students’ AI-driven plagiarism to a deficiency in original ideas, poor learning attitudes and motiva

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  12. Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education

    Brady Lund, Nishith Reddy Mannuru, Zoë Abbie Teel, et al. · 2025 · AI in Education · 54 citations

    The rise of generative AI in higher education has disrupted our traditional understandings of academic integrity, moving our focus from clear-cut infractions to evolving ethical judgment. In this study, a survey of 401 students from major U.S. universities provides insight into how beliefs, behaviors, and policy awareness intersect in shaping how students interact with AI-assisted writing. The findings indicate that students’ ethical beliefs—not institutional policies—are the strongest predictors of perceived misconduct and actual AI use in writing. Policy awareness was found to have no significant effect on ethical judgments or behavior. Instead, students who believe AI writing is cheating

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  15. Generative AI in Higher Education: Educators' Perspectives on Academic Learning and Integrity

    Naghmeh M. Aghaee, John Vrågård, Freddie Brorsson · 2024 · European Conference on e-Learning · 16 citations

    Generative Artificial Intelligence (Gen AI), exemplified by models such as ChatGPT, has rapidly advanced, becoming a significant force in various sectors, including higher education. ChatGPT, a leading application of Gen AI, utilizes large language models (LLMs) to generate human-like text, providing capabilities that range from answering complex questions to facilitating software development. As these tools become increasingly integrated into academic environments, their impact on teaching and learning processes has become more under focus. However, there are not many studies focusing on the impact of such systems on students’ performance and the use of such systems. This study therefore ex

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  16. Generative AI in Science Education: A Learning Revolution or a Threat to Academic Integrity? A Bibliometric Analysis

    M. D. H. Wirzal, N. A. H. Md Nordin, N. S. Abd Halim, et al. · 2024 · Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika · 13 citations

    The integration of generative artificial intelligence (AI) in Science, Technology, Engineering, and Mathematics (STEM) education presents transformative opportunities alongside significant challenges. This study investigates the dual impact of generative AI on STEM learning outcomes and academic integrity through a comprehensive bibliometric analysis employing co-citation, keyword analysis, and trend mapping. The results reveal that AI tools such as ChatGPT have revolutionized personalized learning by offering tailored feedback, enhancing critical thinking, and improving student engagement. However, these advancements are tempered by concerns over academic misconduct, particularly plagiarism

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  17. Modeling the Influence of Generative AI Writing Tools on Academic Integrity and Writing Proficiency in Higher Education: A Structural Equation Modeling Approach

    O. Alkhatib, Sadaf Raja, Asadullah · 2025 · Research Journal for Social Affairs · 7 citations

    The integration of Generative AI writing tools in higher education has transformed the landscape of academic writing, presenting both opportunities and challenges for teachers and students. This study examines the effect of the GenAI writing tools on the academic integrity and the writing proficiency of students using a quantitative cross-sectional survey design. The study targeted undergraduate students in Punjab, Pakistan, utilizing a stratified purposive sampling strategy to select 400 participants from six representative universities (three public and three private). All participants were active users of GenAI tools such as ChatGPT, Grammarly, QuillBot and Google Gemini. Data were analyz

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  18. Redesigning Assessments in Business Education: Addressing Generative AI's Impact on Academic Integrity

    Robin Ghosh · 2024 · International Journal of Science and Research (IJSR) · 4 citations

    Generative AI technologies, including ChatGPT, DALL·E, and others, are increasingly prevalent in tertiary business education. While these tools offer enhanced learning opportunities and aid creativity, they also introduce new challenges for assessment design, raising concerns about academic integrity, skill development, and learning outcomes. This paper examines the implications of generative AI on traditional assessment methods in tertiary business education and advocates for a reconsideration of assessment frameworks to ensure academic integrity and authenticity in student learning. Drawing from secondary data, studies, and educational reports, the paper offers a set of recommendations for

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  19. Generative AI and Academic Integrity in Higher Education

    Sathy Akter* · 2026 · British Journal of Arts and Humanities · 4 citations

    This research report examines the impact of Generative Artificial Intelligence (GenAI) on academic integrity in higher e­ducation on a global scale while specifically analyzing professional education in the USA. In this era marked by the widespread presence of Large Language Models like ChatGPT, DeepSeek and Gemini, the traditional ways of assessment are challenged as never before. This study refers to the literature published in the last five years (2021-2026) to assess the pedagogical, ethical, and technical aspects of the use of AI. The analysis finds that there seems to be an important change in the "honor code" approach of the traditional system for a more complex system that has been r

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  20. Adoption of Generative AI and Learning Analytics for Personalized Learning in Nigerian Higher Education: Effects on Student Engagement, Learning Outcomes, and Academic Integrity

    Ayonote Elenode · 2026 · Engineering and Applied Sciences · 2 citations

    This study examines the integration of generative artificial intelligence (GenAI) and learning analytics (LA) in fostering personalized learning within Nigerian higher education institutions. Specifically, it explores how these emerging technologies influence student engagement, academic performance, and perceptions of academic integrity in digitally mediated learning environments. A mixed-method research design was adopted, involving 420 undergraduate students and 60 academic staff drawn from three Nigerian universities. Quantitative data were collected through structured questionnaires assessing GenAI usage patterns, learning analytics engagement, levels of digital literacy, and integrity

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  21. Purpose before policy: academic integrity, generative AI, and rhetorical stance

    Tristan B. Taylor, Travis LaCroix · 2026 · Higher Education · 2 citations

    The release of ChatGPT in 2022 sparked polarised responses in higher education, from rapid curricular adoption to warnings about academic misconduct and threats to academic integrity. This article argues that whether generative AI (GenAI) use constitutes misconduct depends on a prior question: what is the university’s purpose? We contend that (apparent) rising GenAI-related misconduct cases reflect structural incoherence in the neo-liberal university, where technological enthusiasm, corporate influence, and policy enforcement often conflict. Such misalignment produces moral and institutional ambiguity, leaving students accountable for behaviours implicitly shaped by the institution itself. D

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  22. Generative AI ChatGPT in Islamic Economics Education Critical Literacy and Academic Ethics

    Laelaturramadani Laelaturramadani · 2026 · Journal of Knowledge and Collaboration

    This study explores the utilization of Generative AI, specifically ChatGPT, in Islamic Economics Education, focusing on its impact on students' critical literacy and academic ethics. Employing a qualitative research design through a literature review, this study systematically analyzes relevant academic sources published in the past five years to investigate how AI tools, such as ChatGPT, are being integrated into the learning process in higher education, particularly in Islamic economics programs. The findings reveal that ChatGPT enhances learning efficiency by providing students with immediate access to complex economic concepts and supporting autonomous learning. However, concerns about a

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  23. Impact of Generative Artificial Intelligence (ChatGPT) on Students’ Critical Thinking Skills and Academic Integrity in Higher Education

    Seemeen Umar Khan Yousufzai, Zunaira Faraz, Muhammad Junaid Abbad, et al. · 2026 · Social Science Review Archives

    Generative Artificial Intelligence (AI) tools, such as ChatGPT, are increasingly integrated into higher education. While these tools offer convenience and learning support, concerns exist regarding their impact on students’ critical thinking skills and academic integrity. This study investigates the influence of ChatGPT usage on university students’ cognitive and ethical outcomes, focusing on critical thinking and adherence to academic integrity. A quantitative research design was employed, surveying 250 undergraduate and postgraduate students. Data were collected using a structured Likert-scale questionnaire covering ChatGPT usage, critical thinking, and academic integrity. Reliability was

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  24. Faculty and Student Perceptions of Generative AI Use, ChatGPT and Academic Integrity: Connecting Findings to Assessment Redesign

    Han-Nee Chong, E. Guillian · 2026 · Intersection: A Journal at the Intersection of Assessment and Learning

    This study examines faculty and student perceptions of generative artificial intelligence (GenAI), particularly ChatGPT, and its implications for academic integrity and assessment design in higher education. Using a cross-sectional survey design, quantitative and qualitative data were collected from 82 faculty and 190 students to explore attitudes, experiences, and practices related to AI use. Findings indicate broad recognition of GenAI’s potential to enhance learning efficiency and feedback, alongside concerns about academic dishonesty and the erosion of critical thinking and writing skills. From an assessment perspective, these concerns highlight the importance of designing tasks that mak

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