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The widespread adoption of generative artificial intelligence (AI) tools has profoundly impacted higher education, reshaping how knowledge is created, shared, and assessed. While these technologies offer new opportunities for teaching and learning, they also introduce significant challenges, particularly in maintaining academic integrity. This article contends that the traditional focus on preventing plagiarism and misconduct is insufficient in the context of generative AI. Instead, it advocates for a renewed culture of academic integrity that incorporates comprehensive AI ethics training across the academic community. This approach goes beyond simplistic prohibitions to address the broader ethical, social, technical, and normative issues that underpin academic integrity in the use of AI tools. By fostering awareness and competence in AI ethics, it seeks to equip students, educators, and administrators with the skills to critically engage with AI technologies, promote fairness, transparency, and accountability, and ensure responsible and ethical use. The article ultimately supports a pragmatist approach to AI ethics, emphasising reflective, contextual, and autonomous decision-making as essential to navigating the complexities of AI in higher education.
Laflamme et al. (Tue,) studied this question.