ChatGPT as an AI-based assessment method in library information science education: investigative study in the information studies department

Abstract

Recent advances in artificial intelligence (AI), particularly the emergence of generative tools such as ChatGPT, have intensified scholarly debate regarding their implications for teaching, learning, and assessment in higher education. While existing research has largely emphasized AI-driven automation of pedagogical processes and learning outcomes, limited attention has been paid to the systematic integration of generative AI as a formal assessment mechanism. This study examines the state and use of ChatGPT as an AI-based assessment tool within the Information Studies Department at Sultan Qaboos University. Despite the growing prevalence of AI technologies, many higher education institutions remain cautious in their adoption for assessment purposes, with some categorizing their use as academic misconduct or plagiarism. Such hesitancy reflects unresolved ethical concerns, academic integrity challenges, and the absence of coherent institutional frameworks to guide responsible implementation. In response, this study explores the potential legitimization of AI-assisted assessments while preserving academic rigor, transparency, and integrity. Adopting a qualitative research methodology, the study employed content analysis to examine existing teaching practices and activities within the department and to identify current levels of AI integration and institutional readiness. This analysis provided nuanced insights into the dominant state and presence of AI-based assessment methods in targeted departments’ offered courses within the university, which resulted in 67% of the checked courses lacking detection of AI-based assessment methods, 20% having moderate integration of AI usage in assessment methods and 13% having direct instruction to use AI while fulfilling the required assessments. Based on these insights, the study proposes a set of AI governance policies and strategic guidelines for higher education institutions, offering practical recommendations for integrating generative AI tools into academic assessment frameworks without compromising ethical, professional, or scholarly standards.