Promoting Academic Integrity in AI-Practice—The Effect of Live Coaching in Higher Education

Abstract

The rapid spread of generative artificial intelligence (AI) in higher education creates both opportunities for innovation and challenges for academic integrity, ethical use, and students’ critical thinking, particularly in scientific writing. This study examines whether a synchronous live coaching format can support students in developing reflective and responsible AI practices. A mixed-methods cross-sectional evaluation was conducted at a German distance-learning university with a strong focus on health and social sciences. An online survey was administered to 168 students who participated in voluntary live coaching sessions on “AI in Scientific Writing”. Quantitative items assessed perceived competence gains, ethical awareness, and confidence in handling AI tools, while open-ended questions captured qualitative feedback on the format’s strengths and improvement needs. Students reported that the coaching enhanced their understanding of responsible AI use and scientific integrity and valued the opportunity for open discussion, peer interaction, and the supportive attitude of instructors. Reflective and dialogic elements were perceived as particularly beneficial. Overall, the findings suggest that synchronous live coaching can contribute to fostering ethical awareness and higher-order thinking in AI-supported academic work, especially when it integrates structured input with dialogue, reflection, and peer learning.

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