Rethinking Assessment and Academic Integrity in the Era of Generative Artificial Intelligence: Empirical Findings from a Computer Science School

The rapid proliferation of generative artificial intelligence (GenAI) demands urgent empirical investigation into its role in undergraduate studies. This study examines the transformative impact of these tools in higher education (HE) in Algeria. The primary objective is to investigate how students at the National School of Computer Science (ESI) in Algiers use GenAI tools. The research also aims to provide evidence-based recommendations for Algerian HE institutions on academic integrity and pedagogical adaptation. Using a case study methodology, the research combined a GenAI use survey of 74 students with an educational experiment involving 12 teams in November 2023. The findings reveal a high adoption rate: 94.44% of students use GenAI, and 73.61% report daily use. GenAI serves as a powerful ancillary educational tool that shifts focus from content memorisation to competency application. In the experimental phase, 100% of teams relied on GenAI tools to execute the core cognitive and text-generation tasks. However, several groups integrated conventional auxiliary software to support their final visual deliverables. However, the quality of interaction remains narrow. Practical implications for HE institutions in Algeria suggest that teachers and trainers must restructure tutorials and practical work to favour complex, collaborative problem-solving. Additionally, institutions should prioritise formative over summative assessment and implement comprehensive AI literacy training to safeguard academic integrity.