Using Generative Artificial Intelligence to Enhance Integrity, Inclusivity, and Sustainability in Computing Higher Education

The presence of Generative Artificial Intelligence (GenAI) tools represents a critical challenge in computing education. It affects academic integrity, blurring authorship and rendering traditional, product-focused assessments unreliable. We present a Collaborative and Process-Centric approach to mitigate GenAI misuse within a high-stakes Computer Science Group Project module. Instead of the reactive, unsustainable arms race of AI detection, we rely on a pedagogical redesign centred on three aims: redesigning assessment to demand verifiable process evidence and higher-order cognitive skills; establishing clear boundaries for responsible GenAI use as a professional, collaborative tool; and enhancing student success and inclusivity by leveraging AI to improve formative feedback. Module integrity is secured through a comprehensive Group Project Portfolio assessment, structured around three key components designed to mitigate GenAI dependency. Furthermore, the paper reports on an initiative to use GenAI proactively to provide more inclusive and effective feedback, thereby reducing students' reliance on AI for content creation.