Descriptive phenomenological study examined teachers' experiences with generative artificial intelligence, highlighting challenges and strategies for academic integrity.
This descriptive phenomenological study investigated the challenges encountered by tertiary teachers and the strategies they implemented to uphold academic integrity in the face of generative artificial intelligence (GAI) at a private university in Davao City, Philippines. The study used thematic analysis to examine data from in-depth interviews with seven participants selected through purposive sampling. Key challenges identified included technological dependency, cognitive offloading, misinformation, concerns over academic integrity, and teachers' readiness to tackle AI-related issues. The study also highlighted strategies such as designing authentic tasks, clearly elaborating assessment criteria, fostering teacher collaboration, promoting academic integrity, and enforcing penalties to maintain academic standards. The findings underscore the critical need to address these challenges and propose solutions to uphold academic integrity in the GAI era. As GAI continues to evolve rapidly, it is crucial to adapt to these advancements while taking proactive measures to mitigate its potential risks and pitfalls. Article visualizations:
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Lisao et al. (2025) studied this question.
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