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Generative artificial intelligence in forensic science education: Student perspectives on AI-supported crime scene
Paula Tarttelin Hernández1, Alicia Haines1, Vincent Mousseau2
1Centre for Forensic Science, MAPS School, University of Technology Sydney, Australia.
Forensic Science International. Synergy
|August 15, 2026
Summary
Undergraduate forensic science students used Generative Artificial Intelligence (GenAI) cautiously in simulations, treating it as a conditional support tool. They developed critical AI literacy, understanding its ethical boundaries and appropriate use in decision-making.
Area of Science:
- Forensic Science Education
- Generative Artificial Intelligence (GenAI) in Higher Education
- AI Literacy and Ethics
Background:
- Increasing Generative Artificial Intelligence (GenAI) use in Higher Education (HE) raises concerns about academic integrity and equitable access.
- Forensic science demands critical judgment, evidentiary reliability, and ethical accountability, making GenAI integration particularly significant.
- Existing research lacks comprehensive analysis of GenAI's impact on forensic science student decision-making and ethical development.
Purpose of the Study:
- To examine how undergraduate forensic science students engaged with a university-approved GenAI tool (Copilot) in crime scene simulations.
- To focus on student decision-making processes, ethical and responsible GenAI use, and levels of trust in AI-generated outputs.
- To explore the development of critical AI literacy and understanding of GenAI's role within forensic science education.
Main Methods:
- GenAI tool (Copilot) was embedded as a structured decision-support tool in a second-year undergraduate Major Scene Investigation subject.
- Students critically evaluated AI-generated outputs during simulated crime scene investigations.
- Student engagement was documented through reflective entries, interaction records, and thematic analysis of various reflection formats (written, audio, video).
Main Results:
- Students adopted a cautious, selective approach, using GenAI as a conditional support tool rather than a substitute for professional judgment.
- Engagement evolved from initial skepticism to informed, strategic use, with reduced reliance on GenAI for high-stakes decisions.
- GenAI provided efficiencies in tasks like hazard identification and documentation but required human oversight and justification.
Conclusions:
- Integrating GenAI into forensic science curricula fosters critical engagement and understanding, promoting responsible use.
- Explicit teaching of ethical and professional boundaries is crucial for preparing students for GenAI in future forensic practice.
- Students demonstrated developing critical and ethical GenAI literacy, articulating appropriate, cautious, and limited applications of the technology.
