ARTIFICIAL INTELLIGENCE AND ACADEMIC INTEGRITY: REDEFINING WRITING PRACTICES IN HIGHER EDUCATION

Abstrak

The increasing adoption of artificial intelligence (AI) in higher education has fundamentally transformed traditional academic writing practices, introducing both pedagogical opportunities and significant ethical challenges. Generative AI systems, including large language model (LLM)-based tools such as ChatGPT and AI-powered writing assistants, provide linguistic enhancement, structural guidance, and rapid content generation. While these technologies support learner autonomy and writing development, they simultaneously complicate established definitions of authorship, originality, and academic integrity. This paper critically examines the evolving relationship between AI-mediated writing and academic integrity frameworks in higher education. Drawing upon constructivist learning theory, self-regulated learning theory, and contemporary academic integrity scholarship, the study conceptualizes AI-assisted writing as a form of human–AI cognitive collaboration. It argues that integrity policies must transition from prohibition-based models toward transparency-driven and literacy-oriented governance frameworks. The paper proposes a multi-level model of AI engagement in academic writing and outlines institutional strategies for ethical integration, including AI disclosure protocols, process-based assessment, and AI literacy education. The findings suggest that redefining academic integrity in the AI era requires a balance between technological innovation and epistemic responsibility.