Університети і лідерство (Jun 2024)
Peculiarities of use of generative artificial intelligence in codes of academic integrity in higher education institutions of Singapore
Abstract
As of 2024, there are six institutions of higher education in Singapore. The article presents the results of an analysis of the academic integrity policies of all six Singapore universities in the context of using artificial intelligence (AI) in education. The trend towards updating institutional policies of higher educational institutions in Singapore is driven by high academic standards and strict requirements for ensuring the quality of higher education in the country, as evidenced by international rankings of the best higher educational establishments. In addition, educational institutions in Singapore actively invest in scientific research and technological innovations, leading to the dynamic implementation of AI technologies in teaching and learning processes, which requires an update of institutional policies. Therefore, the articleaimed to highlight the features of academic integrity norms and recommendations for usinggenerative AI in Singapore's higher education context. The analysis highlighted various approaches to academic integrity and plagiarism issues, as well as showed a trend towards adaptation to modern technologies, including AI, in their policies. It is worth noting that the institutional policies of Singapore universities regarding the use of generative AI set a trend not only topenalize unauthorized use but also toserve as a source of support and assistance to students and teachers in effectivelyusing these technologies. These features reflect the general trend towards increased regulation and control in using new technologies in the academic environment, emphasizing the importance of academic integrity in moderneducation. Along with this, there is a need to prepare scientific and pedagogical personnel for the ethical use of AI technologies to understand the needs of the modern generation of students and adapt to the pedagogical challenges associated with the rapid development of digital technologies and AI tools. The highlighted features may be useful for Ukrainian universities in the process of developing institutional policies for regulating the use of generative AI in education.
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