Generative AI in Higher Education: Balancing Innovation and Integrity
Generative Artificial Intelligence (GenAI) is rapidly transforming the landscape of higher education, offering novel opportunities for personalised learning and innovative assessment methods. This paper explores the dual-edged nature of GenAI’s integration into educational practices, focusing on bot...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | British Journal of Biomedical Science |
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| Online Access: | https://www.frontierspartnerships.org/articles/10.3389/bjbs.2024.14048/full |
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| author | Nigel J. Francis Sue Jones David P. Smith |
| author_facet | Nigel J. Francis Sue Jones David P. Smith |
| author_sort | Nigel J. Francis |
| collection | DOAJ |
| description | Generative Artificial Intelligence (GenAI) is rapidly transforming the landscape of higher education, offering novel opportunities for personalised learning and innovative assessment methods. This paper explores the dual-edged nature of GenAI’s integration into educational practices, focusing on both its potential to enhance student engagement and learning outcomes and the significant challenges it poses to academic integrity and equity. Through a comprehensive review of current literature, we examine the implications of GenAI on assessment practices, highlighting the need for robust ethical frameworks to guide its use. Our analysis is framed within pedagogical theories, including social constructivism and competency-based learning, highlighting the importance of balancing human expertise and AI capabilities. We also address broader ethical concerns associated with GenAI, such as the risks of bias, the digital divide, and the environmental impact of AI technologies. This paper argues that while GenAI can provide substantial benefits in terms of automation and efficiency, its integration must be managed with care to avoid undermining the authenticity of student work and exacerbating existing inequalities. Finally, we propose a set of recommendations for educational institutions, including developing GenAI literacy programmes, revising assessment designs to incorporate critical thinking and creativity, and establishing transparent policies that ensure fairness and accountability in GenAI use. By fostering a responsible approach to GenAI, higher education can harness its potential while safeguarding the core values of academic integrity and inclusive education. |
| format | Article |
| id | doaj-art-fc894211bc91445e8b4d7d1a1746b0a7 |
| institution | Kabale University |
| issn | 2474-0896 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | British Journal of Biomedical Science |
| spelling | doaj-art-fc894211bc91445e8b4d7d1a1746b0a72025-01-09T17:05:49ZengFrontiers Media S.A.British Journal of Biomedical Science2474-08962025-01-018110.3389/bjbs.2024.1404814048Generative AI in Higher Education: Balancing Innovation and IntegrityNigel J. Francis0Sue Jones1David P. Smith2School of Biosciences, Cardiff University, Cardiff, United KingdomEducation, Institute of Biomedical Science (IBMS), London, United KingdomDepartment of Biosciences and Chemistry, Sheffield Hallam University, Sheffield, United KingdomGenerative Artificial Intelligence (GenAI) is rapidly transforming the landscape of higher education, offering novel opportunities for personalised learning and innovative assessment methods. This paper explores the dual-edged nature of GenAI’s integration into educational practices, focusing on both its potential to enhance student engagement and learning outcomes and the significant challenges it poses to academic integrity and equity. Through a comprehensive review of current literature, we examine the implications of GenAI on assessment practices, highlighting the need for robust ethical frameworks to guide its use. Our analysis is framed within pedagogical theories, including social constructivism and competency-based learning, highlighting the importance of balancing human expertise and AI capabilities. We also address broader ethical concerns associated with GenAI, such as the risks of bias, the digital divide, and the environmental impact of AI technologies. This paper argues that while GenAI can provide substantial benefits in terms of automation and efficiency, its integration must be managed with care to avoid undermining the authenticity of student work and exacerbating existing inequalities. Finally, we propose a set of recommendations for educational institutions, including developing GenAI literacy programmes, revising assessment designs to incorporate critical thinking and creativity, and establishing transparent policies that ensure fairness and accountability in GenAI use. By fostering a responsible approach to GenAI, higher education can harness its potential while safeguarding the core values of academic integrity and inclusive education.https://www.frontierspartnerships.org/articles/10.3389/bjbs.2024.14048/fullgenerative artificial intelligence (GenAI)personalised learningassessment practicesacademic integrityethical frameworks |
| spellingShingle | Nigel J. Francis Sue Jones David P. Smith Generative AI in Higher Education: Balancing Innovation and Integrity British Journal of Biomedical Science generative artificial intelligence (GenAI) personalised learning assessment practices academic integrity ethical frameworks |
| title | Generative AI in Higher Education: Balancing Innovation and Integrity |
| title_full | Generative AI in Higher Education: Balancing Innovation and Integrity |
| title_fullStr | Generative AI in Higher Education: Balancing Innovation and Integrity |
| title_full_unstemmed | Generative AI in Higher Education: Balancing Innovation and Integrity |
| title_short | Generative AI in Higher Education: Balancing Innovation and Integrity |
| title_sort | generative ai in higher education balancing innovation and integrity |
| topic | generative artificial intelligence (GenAI) personalised learning assessment practices academic integrity ethical frameworks |
| url | https://www.frontierspartnerships.org/articles/10.3389/bjbs.2024.14048/full |
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