Daniel Kangwa, Mgambi Msambwa Msafiri, Antony Fute
{"title":"探索促进高等教育学术诚信与基因工具有效使用之间平衡的因素：系统综述","authors":"Daniel Kangwa, Mgambi Msambwa Msafiri, Antony Fute","doi":"10.1111/jcal.70109","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>This study explored the factors that influence the balance between academic integrity and the effective use of GenAI tools in higher education. It focused on the role of institutional guidelines in enhancing the responsible use of GenAI technologies to enhance academic integrity.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The study was theoretically grounded in the Technology Acceptance Model and the Theory of Planned Behaviour to investigate the factors that promote academic integrity in using GenAI tools (RQ1), their impact and institutional strategies to effectively mitigate ethical risks (RQ2) and the model practices to support the ethical and effective use in higher education (RQ3).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The PRISMA framework was used to systematically review and thematically synthesise the results of 213 peer-reviewed articles published between January 2021 and May 2025.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Finding indicates that academic support, defined by structured training, technical scaffolding, and perceived usefulness, is critical to enabling ethical GenAI use. Additionally, student self-regulation, as influenced by behavioural control and goal setting, was associated with greater academic integrity in GenAI-mediated learning. Whereas institutional policies varied widely, those with transparent, adaptive and discipline-responsive governance frameworks more effectively mitigated academic misconduct. Indeed, the model practices included GenAI ethics committees, interactive GenAI literacy modules, and the developer-educator collaborations to promote algorithmic transparency.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>A comprehensive systems-based approach that encompasses academic support, self-regulation and ethical guidelines is critical for the responsible use of GenAI tools in education. Hence, to preserve academic integrity while nurturing innovation, institutions should integrate GenAI ethics into curricular design, faculty development and cross-sectoral policy frameworks. Future research may expand into multilingual and longitudinal analyses to support equitable and sustainable GenAI integration across diverse educational settings.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review\",\"authors\":\"Daniel Kangwa, Mgambi Msambwa Msafiri, Antony Fute\",\"doi\":\"10.1111/jcal.70109\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>This study explored the factors that influence the balance between academic integrity and the effective use of GenAI tools in higher education. It focused on the role of institutional guidelines in enhancing the responsible use of GenAI technologies to enhance academic integrity.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>The study was theoretically grounded in the Technology Acceptance Model and the Theory of Planned Behaviour to investigate the factors that promote academic integrity in using GenAI tools (RQ1), their impact and institutional strategies to effectively mitigate ethical risks (RQ2) and the model practices to support the ethical and effective use in higher education (RQ3).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The PRISMA framework was used to systematically review and thematically synthesise the results of 213 peer-reviewed articles published between January 2021 and May 2025.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Finding indicates that academic support, defined by structured training, technical scaffolding, and perceived usefulness, is critical to enabling ethical GenAI use. Additionally, student self-regulation, as influenced by behavioural control and goal setting, was associated with greater academic integrity in GenAI-mediated learning. Whereas institutional policies varied widely, those with transparent, adaptive and discipline-responsive governance frameworks more effectively mitigated academic misconduct. Indeed, the model practices included GenAI ethics committees, interactive GenAI literacy modules, and the developer-educator collaborations to promote algorithmic transparency.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>A comprehensive systems-based approach that encompasses academic support, self-regulation and ethical guidelines is critical for the responsible use of GenAI tools in education. Hence, to preserve academic integrity while nurturing innovation, institutions should integrate GenAI ethics into curricular design, faculty development and cross-sectoral policy frameworks. Future research may expand into multilingual and longitudinal analyses to support equitable and sustainable GenAI integration across diverse educational settings.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 5\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70109\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70109","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
本研究探讨了影响高等教育中学术诚信与GenAI工具有效使用之间平衡的因素。它侧重于机构准则在加强负责任地使用基因人工智能技术以加强学术诚信方面的作用。本研究以技术接受模型（Technology Acceptance Model）和计划行为理论（Theory of Planned behavior）为理论基础，探讨在使用GenAI工具时促进学术诚信的因素（RQ1）、它们的影响和有效降低伦理风险的制度策略（RQ2），以及支持伦理和有效地在高等教育中使用的模型实践（RQ3）。方法采用PRISMA框架对2021年1月至2025年5月发表的213篇同行评议文章进行系统综述和专题综合。研究结果表明，学术支持（由结构化培训、技术脚手架和感知有用性定义）对于伦理地使用GenAI至关重要。此外，受行为控制和目标设定影响的学生自我调节与基因人工智能介导的学习中更大的学术诚信有关。虽然机构政策差异很大，但那些具有透明、适应性强和符合学科的治理框架的机构更有效地减轻了学术不端行为。实际上，模型实践包括GenAI伦理委员会、交互式GenAI识字模块，以及促进算法透明度的开发者-教育者合作。一种全面的基于系统的方法，包括学术支持、自我监管和道德准则，对于在教育中负责任地使用GenAI工具至关重要。因此，为了在培育创新的同时保持学术诚信，各院校应将基因伦理纳入课程设计、师资发展和跨部门政策框架。未来的研究可能会扩展到多语言和纵向分析，以支持在不同教育环境中公平和可持续的GenAI整合。
Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review
Background
This study explored the factors that influence the balance between academic integrity and the effective use of GenAI tools in higher education. It focused on the role of institutional guidelines in enhancing the responsible use of GenAI technologies to enhance academic integrity.
Objectives
The study was theoretically grounded in the Technology Acceptance Model and the Theory of Planned Behaviour to investigate the factors that promote academic integrity in using GenAI tools (RQ1), their impact and institutional strategies to effectively mitigate ethical risks (RQ2) and the model practices to support the ethical and effective use in higher education (RQ3).
Methods
The PRISMA framework was used to systematically review and thematically synthesise the results of 213 peer-reviewed articles published between January 2021 and May 2025.
Results
Finding indicates that academic support, defined by structured training, technical scaffolding, and perceived usefulness, is critical to enabling ethical GenAI use. Additionally, student self-regulation, as influenced by behavioural control and goal setting, was associated with greater academic integrity in GenAI-mediated learning. Whereas institutional policies varied widely, those with transparent, adaptive and discipline-responsive governance frameworks more effectively mitigated academic misconduct. Indeed, the model practices included GenAI ethics committees, interactive GenAI literacy modules, and the developer-educator collaborations to promote algorithmic transparency.
Conclusions
A comprehensive systems-based approach that encompasses academic support, self-regulation and ethical guidelines is critical for the responsible use of GenAI tools in education. Hence, to preserve academic integrity while nurturing innovation, institutions should integrate GenAI ethics into curricular design, faculty development and cross-sectoral policy frameworks. Future research may expand into multilingual and longitudinal analyses to support equitable and sustainable GenAI integration across diverse educational settings.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
