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<p>As the implications of artificial intelligence on plagiarism become more salient across universities, this study investigates students’ views on artificial intelligence-assisted plagiarism as a concept, their satisfaction with current policy and their perspectives on future policy direction. Drawing on qualitative focus group data, the study reveals that students view artificial intelligence tools, such as ChatGPT, as both enablers of plagiarism and legitimate aids to learning. They criticize existing plagiarism policies as unclear and inconsistently applied, and call for a shift from punitive responses toward proactive training and assessment reform. The findings suggest that integrating artificial intelligence literacy into curricula and reducing reliance on high-stakes summative assessment can foster more sustainable academic integrity practices. The conclusions highlight the importance of including student perspectives in shaping plagiarism policies suited to an artificial intelligence-driven higher education landscape.</p>

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Toward more Sustainable Plagiarism Policies in an AI Higher Education Environment: a Student-Informed Case Study

  • 期刊论文

  • 发表日期：

    2026年1月28日

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  • Alejandro Acuyo Cespedes,
  • Elmira Tursunkhanova

摘要

As the implications of artificial intelligence on plagiarism become more salient across universities, this study investigates students’ views on artificial intelligence-assisted plagiarism as a concept, their satisfaction with current policy and their perspectives on future policy direction. Drawing on qualitative focus group data, the study reveals that students view artificial intelligence tools, such as ChatGPT, as both enablers of plagiarism and legitimate aids to learning. They criticize existing plagiarism policies as unclear and inconsistently applied, and call for a shift from punitive responses toward proactive training and assessment reform. The findings suggest that integrating artificial intelligence literacy into curricula and reducing reliance on high-stakes summative assessment can foster more sustainable academic integrity practices. The conclusions highlight the importance of including student perspectives in shaping plagiarism policies suited to an artificial intelligence-driven higher education landscape.