Academic Integrity vs. Artificial Intelligence: a tale of two AIs

Autores

DOI:

https://doi.org/10.5212/PraxEduc.v.20.24871.016

Resumo

This paper examines how academic integrity is conceptualized and practiced in Swedish higher education in the context of generative Artificial Intelligence (AI) tools such as ChatGPT. It offers both an institutional and a student-centered perspective, drawing on university guidelines, pedagogical resources, and disciplinary cases, alongside a phenomenographic analysis of student reflections on AI use in academic work. The empirical data, gathered from 42 students in a course on academic writing, reveal a spectrum of attitudes—ranging from full transparency to pragmatic distinctions between substantial and auxiliary uses of AI. These reflections are situated within a broader cultural framework where academic integrity is treated not as a rigid code but as a relational and adaptive practice. The text argues that Sweden’s approach to academic integrity emphasizes trust, pedagogical support, and context-sensitive reasoning, rather than surveillance or prohibition. By analyzing institutional responses, cultural values, and student reasoning together, the article offers insights into how academic ethics are evolving in an era of AI-driven transformation.

Keywords: Academic integrity. Generative AI. ChatGPT. Swedish universities. Institutional policy. Phenomenography. Ethics in Higher Education.

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Biografia do Autor

Christophe Premat, Stockholm University

Christophe Premat is Associate Professor of French Studies at Stockholm University, with a research focus on intercultural education and academic ethics, particularly in relation to how digital technologies reshape academic integrity and educational cultures in higher education (see https://www.su.se/profiles/chpr8162-1.195186).

Alexandra Farazouli, Stockholm University

Alexandra Farazouli is a Ph.D candidate at Stockholm University focusing on the ethical implications of emerging AI-driven technologies in higher education and their impact on pedagogical practices and institutional stakeholders (see https://www.su.se/profiles/alfa7899-1.543489).

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Publicado

2025-04-22

Como Citar

PREMAT, C.; FARAZOULI, A. Academic Integrity vs. Artificial Intelligence: a tale of two AIs. Práxis Educativa, [S. l.], v. 20, p. 1–12, 2025. DOI: 10.5212/PraxEduc.v.20.24871.016. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/24871. Acesso em: 25 maio. 2025.

Edição

Seção

Seção Temática: Ética, Integridade e Inteligência Artificial