The rapid integration of artificial intelligence (AI) into education system has challenged the line between the legitimate assistance and the academic plagiarism of the AI. This paper analyses how legislation and ethical frameworks in European Union (EU) and in Serbia regulate the role of AI in being a productive support tool and as a potential source of plagiarism. It also focuses on the theoretical debates of several scholars about the dual nature of AI with some of them highlighting the learning and creativity when AI used transparently and those who suggest few strategies but also instructions that academic staff can use to prevent plagiarism using AI. In addition to that, this paper has also taken into consideration surveys data of AI plagiarism in European universities and data of students' attitudes in Serbia when referring to the use of AI. This paper shows that while the use of AI into education system is increasing both in Europe and Serbia, in Europe despite for the comprehensive EU's AI regulatory laws, the practical enforcement and educational adaptation is still incomplete while in Serbia regulations are more at the stage of evolving strategy with advisory ethical guidelines. What is missing in both EU and Serbia's regulative is a clear distinguishing of when AI is a tool of plagiarism or not. The paper concludes that in defining the AI's role it is not sufficient not only to have the adequate legislation but also pedagogical and ethical development which besides enabling the capacities of the AI use also increase the awareness that AI' is not a substitution of the human creativity.
Anila Jelesijević (Thu,) studied this question.