加强 GenAI 时代学生的学术诚信:一个整体框架

IF 6 2区 管理学 Q1 BUSINESS
Tareq Rasul , Sumesh Nair , Diane Kalendra , M.S. Balaji , Fernando de Oliveira Santini , Wagner Junior Ladeira , Raouf Ahmad Rather , Naveed Yasin , Raul V. Rodriguez , Panagiotis Kokkalis , Md Wahid Murad , Md Uzir Hossain
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引用次数: 0

摘要

人工智能(AI),特别是生成式人工智能(GenAI)的引入极大地改变了高等教育的格局。尽管 GenAI 为学生提供了机遇,但也对学术诚信提出了重大挑战。因此,高等教育机构(HEI)必须在使用 GenAI 提高学生学习体验的同时,在教育过程中以道德和负责任的方式使用 GenAI。本研究提出了一个全面的学术诚信框架,重点关注三个关键利益相关者:学生、教育者和机构。我们提出了八项策略,从学生的协作学习到为院校制定全面的 GenAI 政策,以维护高校学生的学术诚信。此外,我们还发现了在GenAI时代实施全面学术诚信框架所面临的四大挑战,即财务、战略、运营和文化挑战。本研究为高校在GenAI时代维护学生的学术诚信提供了重要启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Enhancing academic integrity among students in GenAI Era:A holistic framework

The introduction of Artificial Intelligence (AI), specifically Generative AI (GenAI), has significantly transformed the higher education landscape. Despite the opportunities GenAI offers to students, they pose significant challenges for academic integrity. Thus, it is crucial for higher education institutions (HEI) to balance the use of GenAI for enhancing the learning experience of students with its ethical and responsible use in their educational journey. The present study proposes a comprehensive academic integrity framework focusing on three key stakeholders: students, educators, and institutions. We propose eight strategies ranging from collaborative learning for students to developing a comprehensive GenAI policy for institutions in maintaining academic integrity among students in HEI. Furthermore, we identified four challenges, namely financial, strategic, operational, and cultural, in the implementing a comprehensive academic integrity framework in the GenAI era. This study offers significant insights for HEI to maintain academic integrity among students in the GenAI era.

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来源期刊
CiteScore
10.30
自引率
25.00%
发文量
136
审稿时长
64 days
期刊介绍: The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.
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