Authenticity, integrity, and AI

Abstract

This study explores the ethical dilemmas faced by educators in managing student use of Generative AI (GenAI) in university assessments. Drawing on qualitative interviews with ICT educators at an Australian university, the research identifies four key themes: threats to academic integrity, diminished skill development, emotional and ethical burdens on staff, and institutional gaps in policy and governance. Educators reported difficulty verifying authorship, concerns about AI-induced dependency, and frustrations with vague institutional guidelines. The study highlights the misalignment between academic restrictions and industry practices, raising questions about assessment authenticity and equitable access. In response, participants advocated for clearer policies, ethics education, and assessments requiring human judgment. The findings emphasise the need for systemic change, supported by Communities of Practice and university-specific AI tools aligned with educational values. While limited in scope, the study offers critical insights into how educators can uphold integrity and authenticity amid the increasing presence of GenAI in higher education.

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