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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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“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
“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]
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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Mathematics Student Teachers’ Behavioural Intention Using ChatGPT
Tăng, M. D., Nguyen, V. K., Tri, D. C. M., Quoc, P. L. C., & Ban, B. H. D. (2025) · Canadian Journal of Learning and Technology · doi:10.21432/cjlt28665 · Cited by 3
Sharma, D., Pareek, A., Noor, S., & Dey, S. K. (2025) · South Asian Journal of Management · doi:10.62206/sajm.32.1.2025.196-214 · Cited by 4
ChatGPT perceptions, experiences, and uses with emphasis on academia
Ali, H. B., Ali, D., Fatemi, Y., & Bharadwaj, S. S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1559509 · Cited by 5
Sağlam, A. L. G. (2025) · Learning Research and Practice · doi:10.1080/23735082.2025.2567247 · Cited by 6
“…as the potential for plagiarism, the generation of harmful and biased content, concerns related to equity and access, questions about the trustworthiness of AI-generated content, and the risk of over-reliance on the tool (e.g., Cotton et al., 2023; Eke, 2023; OpenAI, n.d.; Sullivan et al., 2023).”
Kılıç, E., Almasri, F., & Çelik, H. E. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100486 · Cited by 5
Qamar, M. T., Yasmeen, J., Alam, S., & Sadiqe, M. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2603630 · Cited by 3
Lesson Planning with Generative Artificial Intelligence: Insights from Preservice Teachers
Park, H., Thomson, E., & Cooper, G. (2026) · Springer eBooks · doi:10.1007/978-981-95-4871-2_5 · Cited by 3
Cespedes, A. A., & Tursunkhanova, E. (2026) · Journal of Academic Ethics · doi:10.1007/s10805-025-09718-9 · Cited by 4
“In contrast to optimistic suggestions that popular AI models like ChatGPT can help to bridge educational inequalities by serving as an accessible virtual tutor (Sullivan et al., 2023 ), pessimistic claims have also been made regarding AI’s potential (mis)use as a plagiarism tool (Grassini, 2023 ).”
Artificial Intelligence and Academic-Based Writing Pedagogy
Oyenuga, M. O. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-5601-3.ch001 · Cited by 3
Feeling AI: Circulating emotions, institutional climates, and moral boundaries in student use of AI
Oberg, G., Liang, Y., Bearman, M., Fawns, T., Henderson, M., & Matthews, K. (2026) · Higher Education · doi:10.1007/s10734-026-01658-6 · Cited by 3
The Evolution of AI Applications in Educational Assessment Research: A Bibliometric Analysis
Almarashdi, H. S., Lebdeh, E. A., Mohammedi, N. A., Alhabbash, M., Alneyadi, S. S., & Almekhlafi, A. G. (2025) · Global Congress on Emerging Technologies (GCET) · doi:10.1109/gcet68529.2025.11450663 · Cited by 3
“This endeavor is being made for a number of reasons: First, an unusual discussion over the future of educational assessment has been spurred by the rapid spread of generative AI, particularly big language models like ChatGPT [11], [12].”
Joshi, A., McGoldrick, B., Mittal, N., Roy, S., Zeba, Z., Ofori, M. A., Dockery, S., Jha, N., Auerbach, J. M., Cadet, J., et al. (2026) · Frontiers in Public Health · doi:10.3389/fpubh.2026.1796810 · Cited by 3
“Early institutional guidance frequently focused on academic integrity concerns, particularly the potential for AI-assisted plagiarism or unauthorized authorship (4, 9).”
Lyeonov, S., Аrtyukhov, А., Bilan, S., & Bács, Z. (2026) · Human Technology · doi:10.14254/1795-6889.2026.22-1.4 · Cited by 4
Sejdiu, N. P., Grassini, S., & Sejdiu, S. (2026) · Open Research Europe · doi:10.12688/openreseurope.23343.1 · Cited by 4
“40 Asaresult,decisions about when and how students can use GenAI often vary by instructor, course, or department, leading to inconsistent experiences and growing confusion among learners.”
Generative AI in Academic Settings: Exploring ChatGPT Adoption and Implications
Lima, G. M. L., Sanchez, L. B. V., Pereira, J. D. S., Alcântara, V. D. C., & Christino, J. M. M. (2024) · Journal of Education and Learning · doi:10.5539/jel.v13n4p144 · Cited by 3
“In another instance, the journal Science (Thorp, 2023) updated its editorial policies regarding texts, figures, images, or graphics generated by ChatGPT or another AI tool.”
BackgroundLawrence, W., Nesbitt, P., & Clay, P. H., Jr. (2024) · International Journal of Arts Humanities & Social Science · doi:10.56734/ijahss.v5n5a6 · Cited by 6
Teague, S. K., & Hudson, K. L. (2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.2.2 · Cited by 3
The Effect of ChatGPT on Education in the UAE
Alnahhal, M. J., Alali, H., & Alshamsi, R. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i06.49799 · Cited by 3
Reeping, D. P., & Shah, A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--47047 · Cited by 3
Beynen, T. (2024) · Brock Education Journal · doi:10.26522/brocked.v33i3.1179 · Cited by 4
Artificial Intelligence in Academic Media Environment: Challenges, Trends, Innovations
Mysechko, A., Lytvynenko, A., & Goian, A. (2024) · Media Literacy and Academic Research · doi:10.34135/mlar-24-02-14 · Cited by 3
“(Xiao et al., 2023, p. 20) According to Sullivan (Sullivan et al., 2023), universities that choose to ban ChatGPT face the challenge of effectively detecting its use.”
Ethical and Responsible Generative AI Use: Perspectives from STEM and Non-STEM Educational Contexts
Chinedu, C. C., Justin, G., Eriagbondia, J. D.-O., Lopez, A. T., & Osabiya, A. (2024) · Lecture notes in educational technology · doi:10.1007/978-981-97-8752-4_19 · Cited by 4
Eragamreddy, N. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-9511-0.ch006 · Cited by 3
Dockens, A. L., & Shelton, K. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-0502-8.ch005 · Cited by 4
Leveraging AI Chatbots to Enhance Student Understanding of Electric Circuits
Horne, C. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016290 · Cited by 4
“Researchers also revealed a lack of a student voice in the conversation so far and that there is potential for AI tools to enhance student success [2].”
Manideep, A. S., Pasupuleti, R. S., Tulimelli, J., Dokku, Y., Chen, W.-K., & Nalluri, V. (2025) · IEEE International Conference on Social Sciences and Intelligence Management (SSIM) · doi:10.3390/engproc2025098012 · Cited by 4
Evaluating blockchain technology for contract farming in Tanzania: A task-technology fit analysis
Mambile, C., Mwangakala, H. A., Chali, F., Julius, B., Shao, D. D., Mongi, H. J., & Ishengoma, F. (2025) · Sustainable Futures · doi:10.1016/j.sftr.2025.100905 · Cited by 3
МОЖЛИВОСТІ ВИКОРИСТАННЯ CHATGPT У ДИСТАНЦІЙНОМУ НАВЧАННІ ПРОГРАМУВАННЯ ПОЧАТКІВЦІВ
Сіциліцин, Ю. О., & Осадчий, В. В. (2023) · Information Technologies and Learning Tools · doi:10.33407/itlt.v97i5.5277 · Cited by 3
Inteligencia artificial en educación superior
Bellomo, S. T. (2023) · Journal of Ethics in Higher Education · doi:10.26034/fr.jehe.2023.4626 · Cited by 9
Poade, D., & Crawford, R. M. (2024) · Brock Education Journal · doi:10.26522/brocked.v33i1.1127 · Cited by 3
Students' opinions on the possibilities and limitations of using the ChatGPT system
Cabała, P., Kwiatkowska, K., Woźniak, K., & Zakrzewska, M. (2023) · e-mentor · doi:10.15219/em102.1638 · Cited by 5
Reading against all odds: creative coping strategies of international students in HE
Vicary, A., & Treffers‐Daller, J. (2024) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2024.2345698 · Cited by 6
Exploring the Profile of University Assessments Flagged as Containing AI-Generated Material
Gooch, D., Waugh, K., Richards, M., Slaymaker, M., & Woodthorpe, J. (2024) · ACM Inroads · doi:10.1145/3656478 · Cited by 3
“Despite much commentary—both within the popular press and academic circles [20]—there is little empirical work demonstrating current student behaviors with LLMs.”
BackgroundOgunleye, O. S. (2023) · 2023 International Conference on Computational Science and Computational Intelligence (CSCI) · doi:10.1109/csci62032.2023.00278 · Cited by 2
“Although there has been discussion about banning artificial intelligence tools in educational institutions [13], some higher education institutions have made their usage illegal [14].”
BackgroundFrances, I. L. (2024) · Edetania: estudios y propuestas socio-educativas · doi:10.46583/edetania_2024.65.1135 · Cited by 3
Analyzing the Use of Chat Generative Pre-Trained Transformer and Artificial Intelligence
Christanto, H. J., Dewi, C., Sutresno, S. A., & Silalahi, A. D. K. (2024) · Revue d intelligence artificielle · doi:10.18280/ria.380423 · Cited by 7
Integrating artificial intelligence into STEM education: Navigating academic integrity
Стрілецька, Н., Уліщенко, А. Б., Klieba, A. I., Vlasiuk, I., & Генкал, С. (2024) · Multidisciplinary Reviews · doi:10.31893/multirev.2024spe069 · Cited by 7
Gutiérrez, E. J. D., & Jarquín-Ramírez, M.-R. (2025) · Edutec Revista Electrónica de Tecnología Educativa · doi:10.21556/edutec.2025.91.3665 · Cited by 8
Alieto, E. O., Dumagay, A. H., Eijansantos, A. M., Estigoy, E. B., Vallejo, R. G., & Serdenia, J. R. C. (2025) · Information systems engineering and management · doi:10.1007/978-3-032-05306-0_11 · Cited by 5
Calderwood, S. J. (2024) · Research Square · doi:10.21203/rs.3.rs-3869266/v1 · Cited by 3
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
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