Artificial Intelligence And Academic Integrity: A Study Of Faculty Perceptions In Higher Education

Abstract

With the dawn of AI in higher education, academic writing has witnessed a paradigm shift, challenging pedagogical practices and giving rise to both an opportunity and concern among educators. This study explores the perceptions of university faculty members in Lahore Punjab regarding AI-assisted academic writing, focusing on its perceived benefits and challenges. Using Qualitative approach, data were gathered through surveys and semi-structured interviews with faculty members across various disciplines. Educators acknowledged the potential of AI to enhance students' writing abilities, language proficiency, and research capabilities. However, they also expressed apprehensions about students becoming overly dependent on AI, along with ethical issues and a possible decline in critical thinking and originality. Additionally, many faculty members emphasized the need for well-defined policies and AI literacy training to ensure the responsible use of AI in academic settings. Based on the findings, the study offers recommendations for pedagogical strategies and institutional policies aimed at harnessing the benefits of AI while safeguarding academic integrity in higher education.

Keywords: AI-assisted academic writing, academic integrity, critical thinking, AI literacy, higher education, pedagogical implications, ethical concerns, policy development