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ChatGPT in higher education: Considerations for academic integrity and student learning
Open accessAbstract
The release of ChatGPT has sparked significant academic integrity concerns in higher education. However, some commentators have pointed out that generative artificial intelligence (AI) tools such as ChatGPT can enhance student learning. Consequently, academics should adapt their teaching and assessment practices to embrace the new reality of living, working, and studying in a world where AI is freely available. Despite this important debate, very little academic literature has been published on ChatGPT and other generative AI tools. This article uses content analysis to examine news articles (N=100) about how ChatGPT is disrupting higher education, concentrating specifically on Australia, New Zealand, the United States, and the United Kingdom. It explores several key themes, including university responses, academic integrity concerns, the limitations and weaknesses of AI tool outputs, and opportunities for student learning. The data reveals mixed public discussion and university responses, with a focus mainly on academic integrity concerns and opportunities for innovative assessment design. There has also been a lack of public discussion about the potential for ChatGPT to enhance participation and success for students from disadvantaged backgrounds. Similarly, the students’ voice is poorly represented in media articles to date. This article considers these trends and the impact of AI tools on student learning at university.
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“research emerging from late 2022 to early 2023 began to reflect significant concerns about academic dishonesty and the threat to traditional modes of assessment (Sullivan et al., 2023).”
From The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment (2024) · cites this paper as Sullivan et al., 2023
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Sullivan et al. (2023) identified systemic marginalization of student voices in favor of institutional integrity narratives.”
From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Sullivan et al. (2023)
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“while research on generative AI adoption in higher education has grown rapidly, most studies focus on Western or East Asian institutional contexts [1, 6, 7], leaving African higher education settings substantially underexplored.”
From Generative AI Usage and Information Literacy Skills among University Students in North-West Nigeria (2026) · cites this paper as [1]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Whilst chatbots can be responsive pedagogical tools [41], educators have raised the alarm about students using chatbots to compose essays, write computer code, and complete other homework assignments [56].”
From New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023) · cites this paper as [56]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“In 2023, ChatGPT (OpenAI, San Francisco, USA) became the most well-known aid for written assignments in universities (Dwivedi et al., 2023; Sullivan et al., 2023).”
From Using version control to document genuine effort in written assignments: a protocol with examples for universities (2023) · cites this paper as Sullivan et al., 2023
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“Despite the evolving levels of nuance in our understanding of these technologies in HE, to date, there has been little discussion of the student perspectives of GenAI in HE in both media and research (Sullivan et al., 2023).”
From The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment (2024) · cites this paper as Sullivan et al., 2023
The cited source says what the claim attributes to it.
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“Other authors see the benefits of GenAI to enhance student learning through innovative assessment designs [41], potentially addressing such student concerns in the long term.”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [41]
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“However, the release of ChatGPT and other free-touse generative AI tools have provided a new and distinct method for cheating.”
From Bob or Bot: Exploring ChatGPT's Answers to University Computer Science Assessment (2024) · cites this paper as [48]
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“yet questions persist regarding their capacity to critically evaluate such resources [1].”
From Generative AI Usage and Information Literacy Skills among University Students in North-West Nigeria (2026) · cites this paper as [1]
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“The emergence of generative AI has sparked discussions about academic integrity and the possible exploitation of such technology in student assignments (Sullivan et al., 2023).”
From Assessment design through co-creation (2025) · cites this paper as Sullivan et al., 2023
In the citing paper
“Nonetheless, this unprecedented level of support also raises concerns about academic integrity and the role of course instructors [26].”
From Exploring ChatGPT’s impact on post-secondary education: A qualitative study (2023) · cites this paper as [26]
In the citing paper
“The public discourse surrounding GenAI has been mostly positive, but in the education sector there is serious concern about academic integrity and plagiarism (Dehouche, 2021;Lampropoulos et al., 2023;Sullivan et al., 2023;Yeo, 2023).”
From Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process (2023) · cites this paper as Sullivan et al., 2023
In the citing paper
“The findings from previous studies indicate the importance of rethinking, improving, and redesigning innovative assessment methods in the era of chatbots [14, 20, 64, 75]”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [75]
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Citations
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Yıldız, M., Topuz, A. C., Polat, H., Taşlıbeyaz, E., Kurşun, E., & Yeşilyurt, S. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2539797 · Cited by 8
Generative AI in Engineering Education: A Survey of Student and Instructor Usage and Attitudes
Luo, Y. G., Chen, E., Liu, H., Riener, K. W., & Yang, S.-H. (2025) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/10711813251358792 · Cited by 10
“In writing, models like ChatGPT assist with drafting, summarizing, and refining content during academic writing (Sullivan et al., 2023).”
Developing students’ agency and voice by using generative AI in an online EAP module
Smirnova, L. Y. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2538781 · Cited by 7
Niraula, S. (2024) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2024.01.009 · Cited by 11
Rodrigo, T. A. V., & Nicolayo, B. M. R. (2024) · Magazine de las Ciencias: Revista de Investigación e Innovación · doi:10.33262/rmc.v9i2.3104 · Cited by 21
Navigating AI and chatbot applications in education and research: a holistic approach
Abhishek, N., Devesh, S., Ashoka, M. L., Suraj, N., Acharya, P. S., & Divyashree, M. S. (2024) · Quality Education for All · doi:10.1108/qea-10-2023-0005 · Cited by 9
Can ChatGPT pass a Theory of Computing Course?
Golesteanu, M. A., Vowinkel, G. B., & Dougherty, R. E. (2024) · ACM Virtual Global Computing Education Conference (SIGCSE Virtual) · doi:10.1145/3649165.3690116 · Cited by 7
A Catalog of Generative AI Tools for Faculty Advancement
Ahmed, K. (2024) · International Conference on Information Technology Based Higher Education and Training (ITHET) · doi:10.1109/ithet61869.2024.10837663 · Cited by 7
Sain, Z. H., & Kurniati, V. S. D. (2023) · TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE · doi:10.30738/tijes.v5i1.16274 · Cited by 11
ACADEMIC INTEGRITY AND ARTIFICIAL INTELLIGENCE IN EDUCATIONAL AND SCIENTIFIC ACTIVITIES
Tolochko, S. V., Bordiuh, N. S., & Mironets, L. P. (2023) · Innovate Pedagogy · doi:10.32782/2663-6085/2023/62.2.4 · Cited by 19
The Impact of ChatGPT on the Learning Efficacy of Chinese College Students
Huang, Z., Wang, M., & Yang, K. (2023) · Lecture Notes in Education Psychology and Public Media · doi:10.54254/2753-7048/21/20230171 · Cited by 7
Hultgren, C., Lindkvist, A., Özenci, V., & Curbo, S. (2023) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2023.20.32 · Cited by 7
“In faculties of education, this raised concerns regarding academic dishonesty and that students would eventually lose their ability to produce original ideas, develop critical thinking, and present proper arguments to prove a point [4].”
BackgroundEvolving intersections: AI, disability, and academic integrity in higher education
Jafry, A., & Vorstermans, J. (2025) · New Directions for Teaching and Learning · doi:10.1002/tl.20629 · Cited by 6
Enoch, S. K., Mejira, A., Bayor, N., Nyemewero, I., & Godfred, A. A. (2024) · American Journal of Technology · doi:10.58425/ajt.v3i1.301 · Cited by 10
“Academics should modify their teaching and evaluation methods to accommodate the new realities of living, working, and learning in this AI era, as some researchers have noted that (AI) tools like ChatGPT can improve student learning (Sullivan et al. 2023).”
van Wyk, M. M. (2025) · Open Praxis · doi:10.55982/openpraxis.17.1.711 · Cited by 8
Exploring Implementations of GenAI in Teaching IS Subjects and Student Perceptions
Jiang, Y., & Nakatani, K. (2025) · Journal of Information Systems Education · doi:10.62273/wfho1011 · Cited by 10
“…writing), improve writing and problem-solving skills AlAfnan et al., 2023; Farrokhnia et al., 2024; Labadze et al., 2023; Peres et al., 2023; Sullivan et al., 2023 Provide information, explanations, exemplary solutions Denny et al., 2024; Farrokhnia et al., 2024; Kakhki et al., 2024;…”
InfluentialSergeeva, O. V., ZHELTUKHINA, M. R., & Demir, S. (2025) · Frontiers in Communication · doi:10.3389/fcomm.2025.1479813 · Cited by 10
Artificial intelligence adoption in nursing students' academic writing: A qualitative study
Jembu, J. P., & Balang, R. V. (2025) · Teaching and learning in nursing · doi:10.1016/j.teln.2025.04.015 · Cited by 6
Goyal, S., Chauhan, S., & Motiwalla, L. (2025) · Behaviour and Information Technology · doi:10.1080/0144929x.2025.2525307 · Cited by 8
“While students in higher education are generally comfortable in using GenAI during their coursework, institutions continue to struggle in regulating their use (Sullivan et al. 2023).”
Artificial Intelligence and Multiliteracies: Preparing Learners for a Technologically Evolving World
Apata, S. B., Owojori, O. M., Shogbesan, Y. O., & Ugom, M. K. (2025) · International Journal of New Education · doi:10.24310/ijne.15.2025.21332 · Cited by 6
Liu, Y., & Tınmaz, H. (2025) · Higher Education Quarterly · doi:10.1111/hequ.70073 · Cited by 11
Cabezas-Clavijo, Á., & Sidorenko-Bautista, P. (2026) · Journal of Data and Information Science · doi:10.1515/jdis-2025-0326 · Cited by 19
“Concerns have also been raised about threats to academic integrity, particularly as chatbots may facilitate plagiarism and obscure the origin of AI-generated content (Sullivan et al., 2023).”
Wong-A-Foe, D. (2023) · Communications in computer and information science · doi:10.1007/978-981-99-7969-1_26 · Cited by 6
AI and Personalised Grading Criteria
Ahmed, S., Zaki, A., & Bentley, Y. N. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2145-4.ch004 · Cited by 7
Evaluating Large Language Models' Proficiency in Answering Arabic GAT Exam Questions
Alahmadi, M. D., Alharbi, M., Tayeb, A. J., & Alshangiti, M. (2024) · Engineering Technology & Applied Science Research · doi:10.48084/etasr.8481 · Cited by 6
“Large Language Models (LLMs), such as Gemini and ChatGPT, have shown considerable potential in educational settings [2, 3].”
Preserving Academic Integrity in Teaching with ChatGPT: Practical Strategies
Raza, M. R., & Hussain, W. (2023) · IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT) · doi:10.1109/wi-iat59888.2023.00027 · Cited by 7
Matheis, P., & Jacob-John, J. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-0240-8.ch008 · Cited by 7
Facilitating the Research Writing Process with Generative Artificial Intelligence
Campbell, L. O., & Cox, T. D. (2024) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/josotl.v24i2.36580 · Cited by 6
Let’s Do It Ourselves: Ensuring Academic Integrity in the Age of ChatGPT and BeyondPreprint
Azoulay, R., Hirst, T., & Reches, S. (2023) · doi:10.36227/techrxiv.24194874.v1 · Cited by 6
AI Literacy in Academic Library Instruction: An Environmental ScanPreprint
Bongiovanni, E. A., Beltran, L., Griego, C. D., Herckis, L., Kawaratani, L. E., Lan, H., McKee, J., & Werlinich, A. (2024) · doi:10.31219/osf.io/rcy57 · Cited by 6
Stawicki, S. P., Martinez-Baladejo, M. T., & Ng-Pellegrino, A. (2023) · International Journal of Academic Medicine · doi:10.4103/ijam.ijam_63_23 · Cited by 6
Tong, S. T., DeTone, A., Frederick, A., & Odebiyi, S. (2025) · Communication Education · doi:10.1080/03634523.2025.2477479 · Cited by 4
“Need for generative AI policy AI ’ s potentials and challenges have motivated universities to call for the quick development of policies particularly surrounding its applicability with respect to students ’ written work where it has become immensely popular (Sullivan et al., 2023).”
Metadata
- Authors
- Sullivan, M., Kelly, A., & McLaughlan, P.
- Affiliations
- Edith Cowan University (AU)
- Venue
- Journal of Applied Learning & Teaching
- Publisher
- Open Access Publishing Association
- Published
- 2023-03-21
- Volume
- 6
- Issue
- 1
- ISSN
- 2591-801X (ISSN-L)
- OpenAlex
- W4327918021
- Cited by
- 853
- References
- 25
- Citations by year
- 2026: 192 · 2025: 255 · 2024: 284 · 2023: 122
- FWCI
- 199.83
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Journal of Applied Learning & Teaching (publishedVersion, cc-by)
- Australasian Journal of Paramedicine (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Academic integrity and plagiarism
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, generative AI, academic integrity, higher education, student learning, assessment design, student participation, disadvantaged students, news media coverage
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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