Abstract
Recent developments in generative artificial intelligence (GAI) and its integration into higher education have radically influenced the way students learn, but also the way professors evaluate, forcing us to reflect on what this paradigm shift means in relation to academic integrity. This study discusses the need to adopt adequate policies for the ethical integration of GAI into higher education, clearly establishing the contexts in which AI use is permitted and the consequences of its abusive use. Current academic literature debates the key issues of academic ethics raised by the incorrect use of GAI in higher education, including plagiarism and academic dishonesty, undermining the integrity of the evaluation process, or students’ excessive dependence on GAI, and how universities can respond to these challenges.