Latest news with #academicIntegrity
The Guardian
15-06-2025
- Science
- The Guardian
Revealed: Thousands of UK university students caught cheating using AI
Thousands of university students in the UK have been caught misusing ChatGPT and other artificial intelligence tools in recent years, while traditional forms of plagiarism show a marked decline, a Guardian investigation can reveal. A survey of academic integrity violations found almost 7,000 proven cases of cheating using AI tools in 2023-24, equivalent to 5.1 for every 1,000 students. That was up from 1.6 cases per 1,000 in 2022-23. Figures up to May suggest that number will increase again this year to about 7.5 proven cases per 1,000 students – but recorded cases represent only the tip of the iceberg, according to experts. The data highlights a rapidly evolving challenge for universities: trying to adapt assessment methods to the advent of technologies such as ChatGPT and other AI-powered writing tools. In 2019-20, before the widespread availability of generative AI, plagiarism accounted for nearly two-thirds of all academic misconduct. During the pandemic, plagiarism intensified as many assessments moved online. But as AI tools have become more sophisticated and accessible, the nature of cheating has changed. The survey found that confirmed cases of traditional plagiarism fell from 19 per 1,000 students to 15.2 in 2023-24 and is expected to fall again to about 8.5 per 1,000, according to early figures from this academic year. The Guardian contacted 155 universities under the Freedom of Information Act requesting figures for proven cases of academic misconduct, plagiarism and AI misconduct in the last five years. Of these, 131 provided some data – though not every university had records for each year or category of misconduct. More than 27% of responding universities did not yet record AI misuse as a separate category of misconduct in 2023-24, suggesting the sector is still getting to grips with the issue. Many more cases of AI cheating may be going undetected. A survey by the Higher Education Policy Institute in February found 88% of students used AI for assessments. Last year, researchers at the University of Reading tested their own assessment systems and were able to submit AI-generated work without being detected 94% of the time. Dr Peter Scarfe, an associate professor of psychology at the University of Reading and co-author of that study, said there had always been ways to cheat but that the education sector would have to adapt to AI, which posed a fundamentally different problem. He said: 'I would imagine those caught represent the tip of the iceberg. AI detection is very unlike plagiarism, where you can confirm the copied text. As a result, in a situation where you suspect the use of AI, it is near impossible to prove, regardless of the percentage AI that your AI detector says (if you use one). This is coupled with not wanting to falsely accuse students. 'It is unfeasible to simply move every single assessment a student takes to in-person. Yet at the same time the sector has to acknowledge that students will be using AI even if asked not to and go undetected.' Students who wish to cheat undetected using generative AI have plenty of online material to draw from: the Guardian found dozens of videos on TikTok advertising AI paraphrasing and essay writing tools to students. These tools help students bypass common university AI detectors by 'humanising' text generated by ChatGPT. Dr Thomas Lancaster, an academic integrity researcher at Imperial College London, said: 'When used well and by a student who knows how to edit the output, AI misuse is very hard to prove. My hope is that students are still learning through this process.' Harvey* has just finished his final year of a business management degree at a northern English university. He told the Guardian he had used AI to generate ideas and structure for assignments and to suggest references, and that most people he knows used the tool to some extent. 'ChatGPT kind of came along when I first joined uni, and so it's always been present for me,' he said. 'I don't think many people use AI and then would then copy it word for word, I think it's more just generally to help brainstorm and create ideas. Anything that I would take from it, I would then rework completely in my own ways. 'I do know one person that has used it and then used other methods of AI where you can change it and humanise it so that it writes AI content in a way that sounds like it's come from a human.' Amelia* has just finished her first year of a music business degree at a university in the south-west. She said she had also used AI for summarising and brainstorming, but that the tools had been most useful for people with learning difficulties. 'One of my friends uses it, not to write any of her essays for her or research anything, but to put in her own points and structure them. She has dyslexia – she said she really benefits from it.' The science and technology secretary, Peter Kyle, told the Guardian recently that AI should be deployed to 'level up' opportunities for dyslexic children. Technology companies appear to be targeting students as a key demographic for AI tools. Google offers university students a free upgrade of its Gemini tool for 15 months, and OpenAI offers discounts to college students in the US and Canada. Lancaster said: 'University-level assessment can sometimes seem pointless to students, even if we as educators have good reason for setting this. This all comes down to helping students to understand why they are required to complete certain tasks and engaging them more actively in the assessment design process. 'There's often a suggestion that we should use more exams in place of written assessments, but the value of rote learning and retained knowledge continues to decrease every year. I think it's important that we focus on skills that can't easily be replaced by AI, such as communication skills, people skills, and giving students the confidence to engage with emerging technology and to succeed in the workplace.' A government spokesperson said it was investing more than £187m in national skills programmes and had published guidance on the use of AI in schools. They said: 'Generative AI has great potential to transform education and provides exciting opportunities for growth through our plan for change. However, integrating AI into teaching, learning and assessment will require careful consideration and universities must determine how to harness the benefits and mitigate the risks to prepare students for the jobs of the future.' *Names have been changed.
Khaleej Times
11-06-2025
- Politics
- Khaleej Times
UAE: Nearly half of self-funded Emirati students abroad enrolled in just 2 universities
A major policy shift limiting the recognition of academic qualifications earned by Emirati students abroad came under scrutiny at the Federal National Council (FNC) on Tuesday, as members raised concerns about its impact on students and the broader education landscape. In response to a question raised by FNC member Dr Adnan Hamed Al Hammadi, Acting Minister of Higher Education and Scientific Research, Dr Abdulrahman Al Awar, revealed that nearly half of self-funded Emirati students studying overseas are enrolled in just two universities that have exploited students for commercial gain. 'It became clear that 46 per cent of these students are studying in two universities which, unfortunately, exploited these students to obtain academic qualifications commercially,' Dr Al Awar said. 'It is our duty to protect them from such institutions.' The minister emphasised that the recent decision aims to safeguard academic integrity and future employability rather than simply revoke recognition of foreign study. 'The decision was not issued by the Ministry of Higher Education and Scientific Research but by the Council for Education, Human Development and Community,' he clarified. 'Its content relates to the governance of study abroad, not a blanket non-recognition of overseas qualifications.' The FNC debate followed a June 2 announcement that degrees obtained from institutions not ranked within the global top 100, 200, or 300 (depending on the country) would no longer be recognised, even for students who had previously obtained initial approvals from the ministry and were already pursuing bachelor's, master's, or doctoral studies. Al Awar defended the move, stating that it serves to redirect students to institutions offering quality education and skill development. 'The government seeks through this decision to support students and enhance the recognition granted to them,' he said. 'There is a percentage of students who are studying in commercial universities, and this is a misdirected investment.' Thousands affected by new policy According to official figures, more than 2,600 students are currently on scholarships from various federal and local entities, while approximately 3,000 are studying abroad at their own expense. The policy affects both groups, but especially the latter, many of whom began their academic journeys based on prior ministry-issued approvals. Dr Al Awar acknowledged these students' ambitions and affirmed the government's respect and support for them: 'The majority are striving to achieve their professional and educational goals, and it is our duty to offer them all support to obtain high competitive opportunities and achieve personal and national goals.' He also noted that 25 per cent of self-funded students are studying in completely unranked universities, and that the ministry and education council follow established standards for accreditation and recognition. Student hardship FNC member Dr Adnan Al Hammadi challenged the timing and communication of the decision, calling it 'sudden' and 'damaging' to students already enrolled and nearing graduation. 'The decision caused harm to students who are studying at their own expense, with prior approvals or official letters from the Ministry of Higher Education and Scientific Research,' he said. 'Who bears the consequences and responsibilities of this decision, the expenses and commitments that were made?' He stressed that more than 800 Emirati students currently study abroad, many of whom received official approval for their university and specialisation, and have already committed years and significant financial resources. 'Is the global ranking adopted by the Ministry based on a private company, or an educational authority accredited in the country?' The FNC member called for immediate suspension of the decision's implementation, at least for current students and those with prior ministry approval, and urged the formation of expert committees to review the classification system. 'We hope the minister will halt the activation of this decision, especially for students studying abroad who received approval from the ministry. The decision should be re-evaluated by specialized committees and academic experts to ensure a transparent and fair classification system that balances academic requirements with the needs of society.' Dr Al Awar assured the FNC that mechanisms are in place to reassess individual cases, including a joint committee chaired by the Education Council and involving the Ministry of Higher Education and other relevant entities. He noted that since the implementation of a digital linkage between the Ministry of Human Resources and Emiratisation and the Ministry of Higher Education two months ago, over 6,000 job applications were reviewed, with around 700 rejected due to degrees from unaccredited institutions. 'The same standards are applied to both citizens and non-citizens if it is proven that an institution relies on commercial motives,' he added. 'There is no leniency in dealing with any person or institution that manipulates the future of educational attainment and the competence required in the state.' The debate underscores a growing tension between the state's efforts to ensure academic excellence and the personal investments made by Emiratis pursuing higher education abroad.
CBC
08-06-2025
- CBC
Canadian universities grapple with evaluating students amid AI cheating fears
Social Sharing Canada's post-secondary institutions are looking for new ways to assess students as they respond to fears about AI being used to cheat on exams. During the COVID-19 pandemic, most university exams were moved online. Then came generative AI tools like ChatGPT, capable of producing essays and answering complex questions in seconds. In the U.S., reports of rampant AI cheating led to an explosion in sales of "blue books" used for old-fashioned pen-and-paper exams this school year. In Canada, some professors are making a similar move amid widespread reports of AI cheating, while others are testing out oral exams or finding ways to incorporate AI. Six in 10 Canadian students said they use generative AI for their schoolwork, according to an October 2024 study from KPMG in Canada. "We are definitely in a moment of transition with a lot of our assessments," said Karsten Mundel, co-chair of the University of Alberta's AI Steering Committee. Don't boil AI down to cheating tool: prof Mundel speaks with his students about his expectations around AI. If they use it for brainstorming, he asks them to explain their process and the prompts they used so he can see how they led to the final product. He takes an optimistic view of this new challenge, saying AI has reinvigorated conversations about what academic integrity means in the current day. "I get worried when AI in any educational context gets boiled down to this tool of cheating," he said. "I think it's an exciting time right now because of the transformations that it will bring, and to really help us get at the core of what skills we're trying to teach." At his school, Mundel says, there's an increase in handwritten exams, as well as new approaches that incorporate oral exams and assignments that use AI and then have students reflect on their AI use. He says going back to pen and paper isn't necessarily the best solution, and acknowledges some students have complained about the change. "We don't have the skills anymore — universally, at least — to hand-write long-form things. And so that's a learning curve for our students, and for the instructors who have to read." Many post-secondary students today have grown up working primarily on electronic devices and don't have as much experience with writing by hand in university. For example in Ontario, learning cursive in elementary school was made optional in 2006, though the provincial government made it mandatory again in recent years. Katie Tamsett, vice-president, academic, of the U of A's student union, says concerns of cheating using AI have to be balanced with the fact that the technology is being used in the real world. "As students, we're seeing that in the workforce, AI is being used. And so when we're doing our courses in university, we want to be seeing that AI is being incorporated as a tool." Tamsett says the student union is in ongoing conversations with the university about how to develop best practices around AI. Student says schools can be 'overly reactionary' University of Toronto Students' Union president Melani Vevecka says her experience with pen-and-paper exams has been largely positive, but says they can be a barrier for students with anxiety or learning disabilities. "Part of the challenge to accommodate everybody is figuring out what kind of assessments will hold value in a world where students can probably generate a decent essay within a few minutes," she said. Vevecka understands the pitfalls of relying on AI, and says she knows some students have used it to cheat. But she also says it's been helpful in her studies, like, for example, generating practice questions ahead of a final exam. She feels universities' responses to it have in some cases been "overly reactionary." What Vevecka would like to see is more of a focus on clarity and education around AI, "rather than vague restrictions or punitive suspicion, which is kind of something that most academics are trying to do." "I think that universities should be creating academic cultures where students are empowered to think critically about the tools that they use, and where trust is preserved through transparency and not just surveillance." WATCH | Canadian universities grapple with AI: Universities grapple with making AI a teaching vs. cheating tool 2 years ago Duration 2:06 A teaching tool or a cheating device? Universities and colleges are trying to figure out what role artificial intelligence has in the classroom. In-person exams 'fear-based,' says BCIT administrator Jennifer Figner, provost and vice-president, academic, at the British Columbia Institute of Technology, says the move to in-person exams is a trend, but one she views as being "fear-based" — and a route her school is encouraging professors not to take. "What really we should be doing is challenging ourselves to figure out, how do you incorporate AI into testing or into assessment, rather than trying to work around it by going back to pencils and paper and stuff that we did in 1970?" she said. On the other hand, Figner says, the pandemic coinciding with generative AI created an environment where cheating became so easy that not doing it could put students at a disadvantage. Software that detects AI cheating is imperfect, so she also worries about students being wrongfully penalized. And oral exams can be "far more labour-intensive and time-consuming" than having all students take an exam at once. Figner says AI is ultimately going to force the entire education sector to "totally revamp" the way students are assessed and evaluated. Existential questions for universities Christina Hendricks, academic director at the University of British Columbia's Centre for Teaching, Learning and Technology, does handwritten exams for finals in her philosophy classes. But some UBC professors are sticking to computers, doing in-class exams with supervision to deter cheating. Some are done in a lab where the only thing students can access is the exam, and the rest of the computer is locked. In some disciplines, she's heard of instructors assigning infographics, slides or videos to get around AI — but now all those things are also easily done with AI tools. Her centre helps instructors take small steps to change their assessment setups over time. In the long term, Hendricks agrees that universities will have to completely overhaul their assessment strategies. "I think that there's going to be these reflective, existential questions for some faculty," she said.
South China Morning Post
07-06-2025
- Science
- South China Morning Post
AI content detector: why does China dismiss it as ‘superstition tech'?
With the graduation season approaching, many Chinese universities have introduced regulations setting clear requirements for the proportion of artificial intelligence -generated content – or the 'AI rate', as it is called – in theses. Advertisement Some universities have used the AI rate as a deciding factor in whether a thesis is approved. The rule is intended to prevent academic misconduct, as educators have become increasingly concerned about the unregulated use of AI in producing scholarly literature, including data falsification and content fabrication, since the public debut of generative AI models such as ChatGPT However, an official publication of the Ministry of Science and Technology has warned that using AI content detectors to identify AI writing is essentially a form of 'technological superstition' that could cause many unintended side effects. AI detection tools could produce false results, the Science and Technology Daily said in an editorial last Tuesday, adding that some graduates had complained that content clearly written by them was labelled as AI-generated. Advertisement Even a very famous Chinese essay written 100 years ago was evaluated as more than 60 per cent AI-generated, when analysed by these tools, the article said.
Forbes
31-05-2025
- Health
- Forbes
Understanding How Students Use AI and What Faculty Can Do About It
Nearly every day, I see an op-ed or social media post about students' use of AI, most written by faculty. The use of AI in the classroom is controversial among faculty, with some embracing it and finding ways to incorporate it into classroom assignments, others expressing anger about students using it to write papers, and still others being uncertain about what to do. A new survey of 1000 students by Kahoot! – Study Habits Snapshot – shows some interesting patterns. Some of the most prominent include: To better understand the implications of the survey results, I talked with Liz Crawford, Director of Education at Kahoot! I was curious about her interpretation of the finding that 70% of students already use AI in their academic work, especially regarding what that means for faculty, teaching, and assessment of learning. Crawford explained, 'We're entering a new era where AI isn't just a tool—it's becoming a learning partner. Today's students use AI to work more efficiently, personalize their learning, and deepen their understanding. From summarizing notes in seconds using a phone camera to generating self-quizzes before an exam, students are proactively using AI to support—not shortcut—their academic growth.' Liz Crawford, Director, Education at Kahoot! Kahoot She advised faculty: 'It's critical to move beyond the assumption that AI use is synonymous with cheating.' Crawford believes academic integrity is vital, and that 'many students use AI responsibly to enhance their learning, spark new ideas, and strengthen their critical thinking.' She believes that faculty need to realize that 'AI is no longer a future trend—it's already embedded in how students learn.' From her perspective, this growing reliance on AI isn't something to fear, but instead, a call to action. Crawford shared, 'If we don't evolve our teaching and assessment strategies, we risk creating a disconnect between how students are learning and how we're guiding them. Thoughtful integration of AI allows educators to model digital responsibility, engage students more meaningfully, and ensure that learning environments remain relevant and future-ready.' To further explore how these changes might play out in the classroom, I asked Crawford about a particularly concerning part of the Kahoot! survey – students appreciated AI's instant feedback over that of peer study groups. I asked Crawford how this finding might influence faculty design of formative assessments and student support systems. She noted that the demand for immediate AI feedback shows a shift in student expectations and needs and presents an opportunity for faculty. More specifically, she stated, 'To begin with, integrating AI-powered tools into assessment strategies can be a game-changer for faculty.' She emphasized that tools like those provided by Kahoot! and similar organizations can provide real-time feedback, potentially empowering students to identify and correct their misunderstandings promptly. Crawford and others conducting research in the area believe 'this type of approach improves comprehension but also keeps students engaged and motivated throughout the learning process.' Another key benefit of AI integration, according to Crawford, is the potential for personalization. She stated, 'By analyzing performance data, AI systems can offer tailored feedback that addresses each student's unique challenges and needs. This attention can lead to better learning outcomes and heightened student enthusiasm for their studies.' However, Crawford cautioned, 'While AI feedback is incredibly useful, it's essential to remember that it should complement, not substitute, human connections.' The survey also revealed a troubling trend that faculty cannot ignore. Forty Percent (40%) of students surveyed reported skipping exams due to fear of failure. I asked Crawford if there was anything that AI could do to stop this fear and improve confidence among students. She shared, 'Academic anxiety often stems from uncertainty as students aren't sure how to prepare, whether they're studying the right material, or fear of failure.' Crawford noted how AI can help, stating: 'This is where responsible AI integration can make a real difference. AI offers a consistent, on-demand support system that students can rely on throughout their learning journey.' Knowing this, Kahoot!, is beginning to combine AI with gamification – adding gamelike elements to AI interactions. Crawford shared that students can use AI to scan notes and turn them into personalized quizzes using their phones, and they can do this anywhere. She noted, 'Whether they're commuting, studying between classes, or reviewing before bed, students can actively engage in low-pressure practice that builds mastery over time.' Of course, with so much innovation, it's easy to understand why many faculty feel overwhelmed, even if they want to incorporate AI-based learning in their courses. I asked Crawford how faculty can take the steps. She explained, 'Start small, stay curious, and utilize trusted tools. You don't need to become an AI expert overnight.' She added, 'I recommend that faculty members leverage AI to tackle tasks that help them be more efficient, such as preparing for their classes, designing formative assessments, and analyzing reports by exploring the capabilities of different platforms.' One of the most important pieces of advice that Crawford shared for faculty is, 'It's important to recognize that your students can be partners in this journey. Invite their input, explore AI together, and use these conversations to teach digital responsibility.' She wants to remind faculty that their role as 'a guide, mentor, and critical thinker is more essential than ever in an AI-driven world.' From my vantage point as a faculty member, I don't think we can afford to ignore how quickly AI is shaping the way students learn. Rather than shutting the door on AI out of frustration, we have an exciting opportunity to design learning environments and assignments that are creative, rigorous, and engage with AI in positive ways. As Crawford reminds us, we need to work with students to be digitally responsible and critical consumers of AI-generated information.
