Year: 2026
Type: article
Abstract: The emergence of Generative Artificial Intelligence (GenAI) has created confusion about proper scholarly behaviour in assessment and research writing. The current study explores the perceptions and coping strategies adopted by university students regarding academic integrity fears under unclear expectations about the use of GenAI. Qualitative phenomenological research with personal, in-depth interviews was conducted with 14 students from an Australian university, using purposive sampling and phenomenological thematic analysis. Six themes emerged: Changing AI rules, Varying degrees of AI assistance, Efforts to use AI ethically, Defending authorship, Fear of asking for support, and Differing academic stakes. Uncertainties regarding authorship, disclosure, the potential for false-positive detections by AI detection software like Turnitin, and whether the AI-assisted work genuinely represented their intellectual contribution were the main causes of students’ worries and dilemmas about the use of GenAI. Research students were anxious about their scholarly identity, credibility as researchers, and becoming independent scholars, whereas coursework students were more worried about grade consequences and potential accusations of misconduct. These findings imply that anxieties about academic integrity may extend beyond a fear of misconduct. We recommend that universities should provide fair procedures to address AI detection issues, clear and task-specific guidelines, and a secure space where students can ask questions without fear of suspicion.
Source: Cogent Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W7204898499