Academic integrity – a conceptual framework
Author: Christopher McLeod
March 2025
The conceptual framework surrounding academic integrity offers a glimpse into the complexities surrounding how and why students cheat. The framework becomes increasingly fraught with a myriad of other factors when artificial intelligence is used to enhance the academic output of students. Thus, blurring the line between synthesized original thought and outright theft and plagiarism.
The Process of Mastery
To achieve mastery in a particular field requires continuous learning and training. A careful refinement of the knowledge and skills presented. This in part is transferable to the tertiary environment where students undertake a form of vocational training or study in a given discipline to gain mastery. The reasoning behind tertiary study is as individual as the student.
The temptation for students to cheat using digital aids becomes increasingly prevalent when outcomes become high stakes. Students reason that high level outcomes justify the process of cheating over the process of mastery. In this outcome, a student will achieve mastery through the process of skill refinement. Students are now equipped with multiple digital tools to enhance their assessment outcomes.
Enter Artificial Intelligence
The emergence of Artificial Intelligence offers users a plethora of creative and administrative tools at the blink of an eye. Whilst much has been stated around Artificial Intelligence and its involvement in the fourth industrial revolution (4IR – the advancement of technology in the 21st century), there is still a larger debate concerning its overall impact playing out.
An almost ‘ludditesque’ reaction to Artificial Intelligence being the harbinger of the Apocalypse has prevailed through subsets of public opinion. The notion that all jobs will be replaced by Ai within the next few years is unfounded. The premise ignores the human factor to work and built environment. However, AI does provide a certain amount of concern for academic institutions as the ability and instances of students utilising it to enhance their written and, in some cases, non-written assessments increase.
Guiding Student conduct
It is important to remember that most students utilise tools such as AI to increase their efficiency and academic outcomes. This presents a challenging set of precepts for academic institutions. Academic misconduct or cheating is not a new concept. Plagiarism has existed for millennia. The shifting point is the tools at the disposal of the students undertaking the tasks.
The use of continually evolving tools can present invigilation challenges for institutions as algorithmic shifts often render current software platforms mute. Part of the shift is to ensure student engagement with learning materials and course requirements. A carefully guided sense of knowledge and skills acquisition. The secondary part of the equation is an increase in and institutions proctoring capabilities.
Proctoring Capabilities
The use of proctoring software provides part of the solution for monitoring how and when students choose to use enhancements for their work provides an important first step in the process of ensuring academic integrity. Adapting to an evolving world of artificial intelligence provides a unique opportunity for academic institutions at the crossroads of technological advancements.
Imagine a world where academic integrity is at the forefront of innovation. Consider its applications and benefits. Particularly for academics as they aim to reward student progress in their journey towards mastery. A sense that progress can be achieved towards a student’s course goals. This is the world we seek to emulate and enhance on a daily basis, providing students with a larger capability to manage their progress without enhancing their work with digital tools and technologies.
The emerging digital world of the last 30 years has seen an explosion in the growth and power of digital technologies. The implementation of artificial intelligence has proven to be a powerful tool for the 21st century workplace. The shift in part is seismic. A new world has emerged. One that promises great promise for academic institutions and their students in the coming years.
Christopher McLeod is an Associate Professor at the Australian Guild of Music (Melbourne).
