Artificial Intelligence and Academic Integrity: Legislate or Educate?

This article reports on a participatory action research (PAR) study conducted at an urban Midwestern university in the United States, examining the intersection of generative artificial intelligence (GenAI) tools and academic integrity in higher education. Using mixed methods—including surveys, focus groups, and collaborative analysis—the study explored stakeholders' perceptions of GenAI, the effectiveness of existing institutional policies, and the need for critical AI literacy education. Findings revealed diverse attitudes toward GenAI's educational potential alongside concerns about ethical use, bias, and academic misconduct, highlighting gaps in clear guidelines, training, and institutional support. The researchers propose a research-based action plan emphasizing Critical Artificial Intelligence Literacy (CAIL) education, professional development for faculty, and inclusive policy development to ethically integrate GenAI while upholding academic integrity.