Exploring English Teachers' Experiences in Fostering Academic Integrity in Writing Proficiency in the Context of Artificial Intelligence: A Multiple Case Study
This qualitative multiple-case study explored the experiences of English teachers in fostering academic integrity while developing students' writing proficiency in the context of artificial intelligence (AI). Specifically, the study examined teachers' views, feelings, and insights regarding the ethical integration of AI in academic writing. A multiple-case study design was employed involving six English teachers from two higher education institutions in General Santos City, Philippines. Participants were selected through purposive sampling based on their experience in teaching writing-related English courses. Data were collected using a validated semi-structured interview guide and analyzed through reflexive thematic analysis involving within-case and cross-case comparisons. The findings revealed that teachers perceived AI as both a valuable instructional resource and a significant challenge to academic integrity. Across the cases, recurring themes reflected concerns regarding enforcing academic integrity rules, detecting AI-generated outputs, preserving students' critical thinking and authentic voice, addressing policy and monitoring gaps, and responding to limited student engagement with ethical writing practices. Teachers demonstrated commitment by implementing process-oriented writing instruction, continuous feedback, classroom monitoring, guided AI use, and values-based teaching while adapting their pedagogical practices to emerging technological realities. Furthermore, participants emphasized that AI should function as a learning aid rather than a substitute for students' independent thinking and writing. Cross-case analysis further highlighted the importance of professional judgment, institutional support, AI literacy, and consistent instructional frameworks in promoting responsible AI integration. The study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation. The findings provide practical implications for institutional policy development, teacher professional development, and curriculum design that support responsible AI use while preserving originality, critical thinking, and writing proficiency in higher education.