Balancing innovation and ethics: promote academic integrity through support and effective use of GenAI tools in higher education

Abstract

This study explores the balance between innovation and ethics in using Generative Artificial Intelligence (GenAI) tools in higher education, focusing on the role of institutional guidelines in enhancing academic integrity. It thematically synthesised findings from studies published between 2021 and 2024 to assess the impact of academic support, self-regulation, and institutional regulations on the ethical use of GenAI tools. Results indicate that academic support, like resource availability, training, and technical guidance, are crucial to effectively integrating GenAI tools. Their perceived usefulness and ease of use improve learning outcomes and skill development, particularly in critical thinking and problem-solving. Similarly, self-regulation contributed to maintaining academic integrity, with adaptive learning and personalised feedback playing significant roles. Institutional regulations, including data privacy, bias, and fairness guidelines, also enhance responsible use for academic skills development and prevent academic malpractice. Additionally, while proper training and technical guidance are essential to promote perceived usefulness and ease of use, culturally relevant GenAI tools improve learning engagement. Hence, this study concludes that a comprehensive approach, incorporating academic support, self-regulation, and clear institutional guidelines, harnesses the benefits of GenAI tools while ensuring ethical standards in academic skills development. Thus, adequate academic support and self-regulation are essential for maximising the benefits of GenAI tools in higher education. Indeed, institutions should focus on providing comprehensive training, technical guidance, and culturally relevant tools to enhance student learning and skills development.