Writing under suspicion: Towards an institutional policy of academic integrity in the training of educational researchers

Abstract

In postgraduate studies, writing is a common practice, despite this, students present different difficulties. In response, over the last decade, AI-giarism has emerged, consisting of the use of content generated by artificial intelligence to present it as one’s own. This action has challenged higher education institutions and their teachers to adapt to technological evolution, particularly given the ambiguity of its benefits. Thus, this study aims to generate guidelines for the construction of a flexible regulatory framework for the ethical use of artificial intelligence in postgraduate education to guarantee academic honesty and institutional integrity. This work is assigned to hermeneutical research with the purpose to review a set of articles and documents on the use of artificial intelligence in postgraduate academic writing. From the analysis, it is concluded that the arrival of this tool challenges the capacity of teachers and institutions, demanding them to rethink teaching and regulatory frameworks in the face of new forms of academic fraud. For teachers, its use can mean a pause to reflect on the relevance of ordinary forms of assessment of academic quality in the students’ work, the purposes and requirements of the assigned tasks and their role in promoting academic integrity; meanwhile for institutions an opportunity to design proactive and flexible measures to educate university communities in their ethical use.