Artificial intelligence in educational assignments: issues of academic integrity

Abstract

Background This article examines the challenges associated with students’ use of artificial intelligence (AI)-based software tools in the educational process. Advances in information technology enable the automatic generation of new content of various types (text, graphics, and audio) without direct human input. While offering considerable opportunities, such technologies also pose potential risks for maintaining academic integrity in the course of mastering educational programs. The aim of this study was to assess the influence of AI technologies on students’ responses when completing assignments related to theoretical knowledge acquisition. Materials and methods The research was conducted between 2023 and 2025 among second-year students enrolled in the “Applied Informatics” program. Stylistic, morphological, semantic, and syntactic analysis methods were applied to identify key errors in responses to different types of tasks. An anonymous survey conducted among students after submission of their completed work enabled us to identify the principles, methods, and tools that were used to obtain the results. Results The key feature of the study sample was the lack of prior work experience and limited professional background among these students, which made it possible to determine the extent to which AI-generated information influenced the final content of their responses. The study identified the most typical structural and semantic patterns characteristic of AI-assisted student answers. On this basis, a methodology was developed to support instructors in assessing the degree of AI involvement in student work. Conclusion The findings may be applied to the modernization of the educational process and in the designing personalized educational trajectories.

Ähnliche Arbeiten