Does ChatGPT foster academic misconduct in the future?

Abstract

Purpose – This paper analyzes the ethics of integrating Artificial Intelligence (AI), particularly regarding AI-generated educational content in academia. It attempts to explore how AI customization mimics human interaction and behavior in education, investigate ethical concerns in educational AI adoption, and assess ChatGPT’s ethical use for nurturing curiosity and maintaining academic integrity in education. Design/methodology/approach – Fictional tales may help us think critically and creatively to uncover hidden truths. The narratives are analyzed to determine the affordances and drawbacks of Artificial Intelligence in Education (AIEd). Findings – The study highlights the imperative for innovative, ethically grounded strategies in harnessing AI/GPT technology for education. AI can enhance learning, and human educators’ irreplaceable role is even more prominent, emphasizing the need to harmonize technology with pedagogical principles. However, ensuring the ethical integration of AI/GPT technology demands a delicate balance where the potential benefits of technology should not eclipse the essential role of human educators in the learning process. Originality/value – This paper presents futuristic academic scenarios to explore critical dimensions and their impact on 21st century learning. As AI assumes tasks once exclusive to human educators, it is essential to redefine the roles of both technology and human teachers, focusing on the future.

Keywords

• Artificial Intelligence in Education (AIEd)
• Academic innovation
• Academic misconduct
• Generative pre-trained transformer (GPT)
• Ethical practice