Navigating academic integrity in the age of on-demand artificial intelligence: implications for globalizing higher education at the University of Ibadan
Jul 2026· Frontiers in Education· 0 citations· 25 references
TL;DR
There is a strong positive correlation between the prevalence of academic dishonesty and the use of AI tools and the conclusion that Nigerian universities must reconsider their frameworks for academic integrity.
Abstract
In the context of globalizing higher education in Nigeria, this study investigates the implications of on-demand Artificial Intelligence (AI) tools on academic integrity. The study focuses on undergraduate students at the University of Ibadan, Nigeria, using a descriptive survey design. The study looks into how AI is used and how this relates to academic integrity. A multistage sampling method was used to choose 205 students from four faculties. Information regarding opinions about academic integrity and the use of AI tools for academic tasks were gathered through a structured questionnaire. At 0.05 level of significance, the Pearson Product-Moment Correlation and descriptive statistics (frequency counts, mean and standard deviation) were used to analyze the data. According to the findings, there is a strong positive correlation (
r
= .611,
p
< .05) between the prevalence of academic dishonesty and the use of AI tools. While AI tools improve learning effectiveness and access to knowledge, their unrestrained use poses serious obstacles to upholding academic standards. Especially in a higher education environment that is becoming more digitally and globally connected. Thus, the study comes to the conclusion that Nigerian universities must reconsider their frameworks for academic integrity. Particularly in light of the incorporation of AI into academic practices. The study recommends encouraging students to be AI literate by creating context-sensitive institutional policies that integrate AI ethics into the curriculum. Thereby establishing clear standards for identifying work that has been produced using AI tools. In the age of international knowledge exchange, these steps are crucial to maintaining the competitiveness, legitimacy and moral integrity of African higher education systems.
It is concluded that AI-related academic misconduct is often a rational behavioral choice driven by perceived institutional unpreparedness rather than ignorance, and calls for a transition toward adaptive academic integrity frameworks that prioritize ethical awareness and transparent academic policy communications to students.
Ignatius Ogbaga, U. Onwudebelu, Nathaniel Akwuma et al.· Systems and Computing· 0 citations
This study explores the perceptions of college students toward the integration of Artificial Intelligence (AI) in education, with a focus on its general use, role in learning processes and outputs, and associated ethical concerns such as transparency, fairness, privacy, and data security. A total of 293 students from the Nueva Ecija University of Science and Technology – Gabaldon Campus participated in the study, representing various programs including Agriculture, Education, Information Technology, and Hospitality Management. A validated researcher-made questionnaire was used, comprising 25 items distributed across five constructs. Data were analyzed using descriptive statistics, mean and standard deviation, to determine levels of agreement, while Principal Components Analysis (PCA) was employed to examine communalities and ensure construct validity. The findings revealed a general agreement among students regarding the positive role of AI in enhancing learning experiences, increasing assignment efficiency, and developing skills relevant to future careers. However, lower mean scores in areas such as reliance on AI for research and collaboration suggest a need for further support and training. Notably, students expressed high confidence in the ethical management of their data, with strong agreement on institutional safeguards and transparency in data usage. Communality values ranging from 0.459 to 0.889 indicated that most items were well-represented within their respective constructs. The results highlight both the benefits and challenges of AI integration in education. The study recommends that institutions enhance AI-related communication, training, and ethical safeguards to support students in maximizing the potential of AI tools in their academic and professional development.
J. L. Galang, A. T. Capinding, Rosalie A. Pineda· TEM Journal· 0 citations
With the growing importance of Artificial Intelligence (AI) in academic life, it is increasingly necessary to understand the impact of this technology on research activities, yet the quantitative relationships between the use of these tools and research productivity in university settings have not been sufficiently quantified. This study aimed to examine the frequency of AI tool use and the relationship between this use and attitudes towards AI and research productivity among university students and faculty. A cross-sectional survey was carried out with 220 university respondents (undergraduate students, post-graduate students, and Faculty/researchers) across five disciplines. Data were analyzed with descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, chi-square test and multiple linear regression. Nearly half (49%) of those who responded reported using it regularly ('often'/'always'), and the most popular category of tools used was general-purpose AI assistants (44.1%). The frequency of the use of AI was positively correlated with productivity (r = .48, p < .001) and attitude (r = .37, p < .001), but there were no significant differences between gender (p = .77) or discipline (p = .62). The results indicated that together, usage frequency and attitude accounted for 30% of the variance in productivity. The two factors, together, explained 30% of the productivity (regression) variance. AI adoption is associated with higher research productivity for the institution across different groups of researchers by various disciplines and demographic groups, supporting the case for investing in structured training for AI literacy by institutions.
Research Paper, Asma Atta, Hafiz Kosar et al.· The social science· 0 citations
The increasing accessibility of generative artificial intelligence (GenAI) tools is transforming academic practices in higher education. This study investigates the adoption of generative AI among undergraduate students in Malaysia, with particular attention to usage patterns, perceived academic benefits, and perceptions of academic integrity. A quantitative survey was conducted with 166 respondents, and the data were analysed using descriptive statistics, analysis of variance (ANOVA), and independent t-tests. The findings indicate a high level of generative AI adoption, with 97.6% of students reporting using AI tools for academic purposes. ChatGPT and Canva emerged as the most frequently used tools. Respondents generally perceived generative AI as beneficial for completing academic tasks, understanding course content, solving study-related problems, and enhancing the quality of academic work. At the same time, concerns were reported about plagiarism, overreliance on AI, and the need to disclose AI-assisted work in academic submissions. Inferential results further suggest that, although selected demographic differences exist in the use of certain tools and in some usage-related perceptions, perceptions of academic integrity are broadly consistent across age, gender, and level of study. These findings underscore the growing role of generative AI in higher education and the need for institutional policies that promote ethical, transparent, and responsible use.
A. A. Sharip, U. M. A. Jalil, R. M. Saidi et al.· International journal of res...· 0 citations
This study assessed the relationship between Artificial Intelligence (AI) tool usage and academic achievement among NCE Economics students’ College of Education Akwanga, Nasarawa State, Nigeria. A quantitative survey research design was employed for the study. The study population consisted of 802 Economics students in NCE 1, 2 and 3. Through random sampling technique, 412 students were selected for the study. A structured questionnaire was used for data collection. The instrument is divided into 2 sections with A which contains the bio-data of the respondents. Section B of the instrument is the structured questionnaire constructed by the researcher. The instrument was subjected to experts in measurement and evaluation for refinement. A validity index of 0.90 was obtained and reliability coefficient of 0.76 was established for the instrument. Data were analysed using descriptive statistics, Pearson correlation, multiple regression, and moderation analysis. Findings reveals a remarkably high AI adoption rate of 82.75%, with ChatGPT as the most widely used tool (60.2%). AI usage demonstrated significant positive correlations with key academic achievement indicators, particularly research project outcomes (r = 0.378, p < 0.01). Regression results show that AI self-efficacy (β = 0.298, p < 0.001) is the strongest predictor of academic achievement, followed by usage frequency (β = 0.189, p < 0.001) and digital literacy (β = 0.156, p = 0.001), collectively explaining 38.7% of the variance (Adjusted R² = 0.379). Digital literacy, academic level, and gender significantly moderated the AI-performance relationship. The study concludes that AI usage was positively associated with academic achievement and support research-driven learning. Strengthening AI literacy, improving digital infrastructure, and establishing ethical guidelines were recommended to maximize benefits and ensure equitable access in Nigerian teacher education.
Dr. Lega Asoloko Ezekiel, O. A. Florence, Allu Bawa Adigizi· International journal of res...· 0 citations
The study concludes that strengthening administrators’ AI competencies through continuous professional development, AI training, governance policies, and institutional capacity-building initiatives can enhance responsible AI adoption and administrative effectiveness.
Precious Kyle Cardenas, Susan Cortez, Mark Anthony De Ocampo et al.· International Journal of Sus...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
