Educators' and Students' Perceptions of the Use of Writing Surveillance Tools for Academic Integrity and Writing Assessment in Palestinian Higher Education: Draftback as a Case.

Objectives: This study investigates the integration of Draftback, a browser-based writing surveillance tool, into writing assessment practices in Palestinian universities, with a focus on maintaining academic integrity and enhancing writing assessment amid increased use of generative AI. The research aims to explore students' and educators' perceptions of writing surveillance tools and its potential for identifying plagiarism and enhancing pedagogical support in writing courses. This study represents an early empirical effort to explore the implementation of writing process tracking tools such as Draftback within Palestinian higher education, providing valuable insights into the intersection of surveillance technologies with assessment, teaching practices, and ethical concerns in a context shaped by distinctive political and educational constraints. Methods: Mixed methods were employed, including questionnaires completed by 107 English language students and 22 educators from An-Najah National University and Palestine Technical University-Kadoorie, along with analysis of writing scenarios derived from students' Google Docs revision histories. Results: Quantitative findings reveal a significant divergence in views: educators expressed more concern than students regarding the ethical risks of AI, and more strongly supported regulation and surveillance to ensure fairness. Both groups, however, acknowledged the developmental value of tracking tools. Qualitative analysis of writing behaviors indicated that patterns such as sudden text appearance and superficial edits were perceived by educators as indicative of AI use. Conclusions: The findings suggest that Draftback offers promise for transparent and formative assessment but also raise ethical concerns regarding privacy and punitive applications. In conclusion, a balanced, transparent approach is necessary to foster trust and promote academic integrity while supporting student learning in increasingly digital educational environments. [ABSTRACT FROM AUTHOR]