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Generative AI in Higher Education: Balancing Innovation and Integrity
Nigel J Francis1, Sue Jones2, David P Smith3
1School of Biosciences, Cardiff University, Cardiff, United Kingdom.
British Journal of Biomedical Science
|January 24, 2025
Summary
Generative Artificial Intelligence (GenAI) offers higher education new learning and assessment tools but poses risks to academic integrity and equity. Responsible integration requires ethical frameworks and GenAI literacy to balance AI capabilities with human expertise.
Area of Science:
- Educational Technology
- Artificial Intelligence in Education
- Higher Education Studies
Background:
- Generative Artificial Intelligence (GenAI) is increasingly impacting higher education.
- GenAI presents opportunities for personalized learning and innovative assessments.
- Significant challenges arise concerning academic integrity and equity.
Purpose of the Study:
- To explore the dual nature of GenAI integration in educational practices.
- To examine GenAI's implications on assessment and academic integrity.
- To propose recommendations for responsible GenAI adoption in higher education.
Main Methods:
- Comprehensive literature review.
- Analysis framed within pedagogical theories (social constructivism, competency-based learning).
- Examination of ethical concerns: bias, digital divide, environmental impact.
Main Results:
- GenAI offers automation and efficiency benefits.
- Potential risks include undermining student work authenticity and exacerbating inequalities.
- Need for ethical frameworks to guide GenAI use is highlighted.
Conclusions:
- Balancing human expertise with AI capabilities is crucial.
- Educational institutions must develop GenAI literacy programs.
- Revising assessments and establishing transparent policies are essential for fairness and accountability.
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