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<p>The rise of generative artificial intelligence (AI) tools such as ChatGPT, Jasper, and QuillBot is profoundly reshaping academic practices globally, raising urgent questions about authorship, originality, and academic integrity. These challenges are particularly complex within African universities, where systemic inequalities ranging from digital illiteracy and resource constraints to policy gaps and diverse cultural understandings of authorship exacerbate the risks of AI-driven plagiarism. This systematic conceptual review critically examines the evolving nature of plagiarism in the AI era and its implications for African higher education. Through a multidisciplinary analysis drawing on real-world case studies, pedagogical and policy challenges, and regional ethical considerations, the review argues that AI-assisted academic misconduct cannot be addressed through detection technologies alone. Instead, a context-sensitive approach is needed one that blends ethical guidance, institutional reform, AI literacy, and regional collaboration. The review concludes with strategies and recommendations aimed at fostering a continental academic ethic that promotes both innovation and integrity in the age of AI, while acknowledging limitations such as reliance on qualitative literature and limited empirical data from African contexts.</p>

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Academic integrity in the age of AI: challenges and strategies for African higher education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月8日

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  • Ayenew Guadu,
  • Dawit Dibekulu,
  • Abebe Walle Menberu

摘要

The rise of generative artificial intelligence (AI) tools such as ChatGPT, Jasper, and QuillBot is profoundly reshaping academic practices globally, raising urgent questions about authorship, originality, and academic integrity. These challenges are particularly complex within African universities, where systemic inequalities ranging from digital illiteracy and resource constraints to policy gaps and diverse cultural understandings of authorship exacerbate the risks of AI-driven plagiarism. This systematic conceptual review critically examines the evolving nature of plagiarism in the AI era and its implications for African higher education. Through a multidisciplinary analysis drawing on real-world case studies, pedagogical and policy challenges, and regional ethical considerations, the review argues that AI-assisted academic misconduct cannot be addressed through detection technologies alone. Instead, a context-sensitive approach is needed one that blends ethical guidance, institutional reform, AI literacy, and regional collaboration. The review concludes with strategies and recommendations aimed at fostering a continental academic ethic that promotes both innovation and integrity in the age of AI, while acknowledging limitations such as reliance on qualitative literature and limited empirical data from African contexts.