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 make students’ reasoning and learning processes visible. Based on the findings, the study proposes a learning improvement plan that links evidence to actionable strategies. The study concludes that sustainable integration of generative AI in higher education requires rethinking assessment practices toward authentic, process-oriented approaches that uphold academic standards while leveraging AI to support learning outcomes.
Chong et al. (Tue,) studied this question.
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