This post originally began with discussions of an article in Frontiers in Artificial Intelligence with my colleagues. We were talking about AI an teaching, and the article “Shaping integrity: why generative artificial intelligence does not have to undermine education” by Tan and Maravilla which was published in 2024 ( https://doi.org/10.3389/frai.2024.1471224) captured much of my thinking. This post if my interpretation of the article whicj deserves your full attention.
Top of Form
The integration of generative artificial intelligence (GAI) in education brings both excitement and careful consideration. While GAI tools, like intelligent tutoring systems and adaptive learning platforms, offer personalized learning experiences, concerns regarding academic integrity are understandable. Reports indicate a number of students have used AI tools dishonestly for assignments, which presents a challenge to traditional educational values and blurs the line between original and AI-generated content. Yet, by applying established ethical frameworks and educational theories, we can see how GAI can be used responsibly to support genuine learning and academic honesty.
One way GAI can support learning is through constructivist learning theory, which suggests students build knowledge by actively engaging with content. GAI tools provide interactive and personalized experiences, such as simulations and real-time feedback, that encourage exploration and deeper understanding. For example, an AI-powered math tutor can adapt content to a student’s needs, and creative writing assistants can offer feedback on grammar and narrative structure, helping students refine their skills and take ownership of their learning. Collaborative projects, where AI helps organize information or suggest sources, also align with constructivist principles, fostering collective knowledge building.
Furthermore, GAI can foster intrinsic motivation by aligning with Self-Determination Theory (SDT), which highlights the importance of autonomy, competence, and relatedness. GAI tools enhance autonomy by allowing students to control their learning pace and choose areas of focus. They support competence by providing personalized feedback that helps students improve skills and build confidence. Lastly, GAI can facilitate relatedness through collaborative projects, where students work together with AI assistance, fostering a sense of community and shared purpose. When students are genuinely motivated, they are more likely to engage deeply and maintain academic integrity.
Ethical integration of GAI is important for fostering digital literacy. Frameworks like deontological ethics, which emphasizes honesty and fairness, and consequentialism, which focuses on positive outcomes, guide the responsible use of AI. Educators can teach students how AI works, its potential biases, and limitations, promoting a discerning approach rather than blind reliance. This education, combined with institutional policies and professional development for educators, helps students navigate the digital world ethically.
The rise of GAI also encourages rethinking assessment practices. Instead of traditional assessments focused on rote memorization, educators can shift towards authentic methods such as project-based tasks, real-world problem-solving activities, and oral presentations that require higher-order thinking. GAI can also contribute to formative assessment by providing personalized feedback throughout the learning process, helping students revise and practice skills.
Ultimately, when integrated responsibly, GAI can support academic integrity by fostering intrinsic motivation, enhancing digital literacy, and supporting constructivist learning. This approach empowers students to become engaged, ethical learners prepared for a technologically advanced world.