As AI technologies like ChatGPT become more accessible, balancing innovation, academic integrity and ethics is crucial. While these tools enhance learning, they also raise concerns about plagiarism, accountability and critical thinking. Moreover, the significant energy consumption of AI data centres increases the carbon footprint, underscoring their environmental impact (Clayton, 2024). As emphasised by Clayton (2024), there is a need to address the ‘hidden curriculum’ of sustainability in academia, as discussions often overlook AI’s ecological footprint. In light of the climate emergency, it is vital to consider these implications before widespread adoption of AI.

‘There is a need to address the “hidden curriculum” of sustainability in academia, as discussions often overlook AI’s ecological footprint. In light of the climate emergency, it is vital to consider these implications before widespread adoption of AI.’

Promise of AI in education

AI has transformed education by providing personalised learning experiences, enhancing feedback mechanisms and streamlining administrative tasks (Cotton et al., 2024). Intelligent tutoring systems offer real-time support, making learning more efficient (Chiu et al., 2023). Additionally, AI can automate grading, allowing educators to focus on interactive teaching (Thomas, 2024). However, critical questions remain: ‘How can educators mitigate the risk of plagiarism in AI-enhanced learning environments?’, and ‘How can AI be integrated into the curriculum to foster critical thinking?’. Addressing these questions is essential for promoting the ethical use of AI in education.

The ethical dimension of plagiarism in AI

A major concern with AI in education is the increased risk of plagiarism. Tools like ChatGPT generate text that closely resembles human writing, complicating issues of academic honesty and integrity (Cotton et al., 2024). Traditional plagiarism detection methods often fail to identify AI-generated content, making it challenging to uphold standards of honesty (Thomas, 2024). The temptation to use high-quality AI text can lead students to bypass genuine engagement with their learning, undermining their intellectual development. Addressing ethical challenges is crucial for fostering a culture of integrity in education, where students understand the importance of originality and the true value of their educational experiences.

Strategies for preserving academic integrity and ethical AI integration

To address ethical challenges, institutions must implement policies that uphold academic integrity while leveraging AI’s benefits. Promoting AI literacy among students and educators is vital for responsible use, raising awareness of plagiarism risks and the importance of intellectual honesty (Thomas, 2024). AI detection tools should complement human oversight in assessments to identify AI-generated content effectively (Cotton et al., 2024). Additionally, project-based learning assessments can help mitigate AI misuse (Chiu et al., 2023).

As AI becomes more prominent in education, it is essential to balance its benefits, such as personalised learning, with considerations of academic integrity. Promoting ethical AI use and embedding discussions on AI ethics and digital citizenship into the curriculum will encourage students to critically reflect on AI’s role and navigate its limitations responsibly (Chen et al., 2024).

Conclusion: Ensuring ethical stewardship in an AI-driven educational landscape

As AI reshapes the educational landscape, its integration must be guided by a firm commitment to academic integrity, ethical responsibility and environmental consciousness. While AI offers transformative benefits, such as personalised learning and enhanced administrative support, the risks of academic dishonesty, diminished critical engagement and increased carbon emissions must be carefully addressed. Only by fostering a culture of ethical AI use grounded in integrity, sustainability and reflective practice can institutions cultivate students who are not only skilled but also responsible and mindful of AI’s broader implications. Embracing this balanced approach ensures that AI’s promise in education aligns with our values, empowering both innovation and accountability to thrive side by side.

References

Chen, Z., Chen, C., Yang, G., He, X., Chi, X., Zeng, Z., & Chen, X. (2024). Research integrity in the era of artificial intelligence: Challenges and responses. Medicine, 103(27). https://doi.org/10.1097/MD.0000000000038811

Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118

Clayton, S. (2024). Reflections on the hidden curriculum of sustainability at the BERA 50th Anniversary Conference and WERA Focal Meeting. BERA Blog. https://www.bera.ac.uk/blog/reflections-on-the-hidden-curriculum-of-sustainability-at-the-bera-50th-anniversary-conference-and-wera-focal-meeting#:~:text=Sarah%20Clayton%20trained%20as%20a%20secondary

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Thomas, A. P. (2024). Balancing innovation and integrity: Addressing concerns of AI in classroom environments. Culminating Experience Projects, 451.