The academic integrity literature acknowledges that the widespread availability of generative AI tools (GenAI) represents a myriad of education opportunities as well as some cause for concern (Mahmud, 2024). Innovations in curriculum design enable students to learn with GenAI in preparation for their future careers in an AI ready world. There is general agreement that higher education institutions must educate students in the responsible use of this new technology. Many tertiary education providers are vigilant in ensuring policies and procedures adequately respond to this obligation. An increasing number of institutions are introducing explicit expectations around the utilization of GenAI in student academic integrity modules. There is a growing body of academic integrity research exploring student decision making with respect to GenAI usage and how to promote good decisions (Hagendorff, 2022; Tindle, Pozzebon, Willis et al., 2023; Tatum and Curtis, 2023). This paper proposes a neo-Aristotelian virtue ethics approach to guiding student use of GenAI. This will not only help students understand how to make good choices but provides the interior motivation. Virtue ethics reinforces expected codes of behaviour by cultivating one’s interior dispositions toward good action; how one chooses develops character. Practicing academic integrity contributes to the person I want to become.

This poster addresses the benefit of engaging students to develop and create student-focused academic integrity communications, based on recent experience at University of Canberra (UC). As part of UC’s Faculty of Arts and Design work integrated learning (WIL) program, student project teams developed communications resources aimed at building awareness of academic integrity among the wider student body. Following a broad brief provided by UC Study Skills and Student Conduct, Appeals and Grievances, the student teams worked with the Academic Integrity Officer in a client–consultant arrangement to produce the resources. The student teams each created and delivered a suite of resources suitable for digital and print communications, which UC’s Marketing and Media & Communications units subsequently helped to align with branding and style guidance. The result is a collection of student-created, student-focused communications about academic integrity that are engaging, informative and current. The resources are designed to help students understand academic integrity: what it is, why it’s important, how to practise it. While the WIL students learned about academic integrity in the process of developing these resources, they also created messaging that will be relatable and educative for other current students.

Student voice is more than just students ‘having a say’ and ‘being heard’; to be successful, the perspectives and opinions of students must be valued and genuinely shape learning and decision-making. Inspired by the Academic Integrity Ambassador Program at The University of Adelaide, this project engaged five student ambassadors on the Townsville campus of James Cook University (JCU) who designed and delivered a number of interventions aimed at raising awareness of both Academic Integrity and professional ethics in first year business subjects. The aim of increasing awareness of Academic Integrity was shared with student ambassadors, who worked in partnership with Learning Advisors in the JCU Learning Centre to develop a campaign which was piloted in two first year subjects in the College of Business, Law and Governance. The interventions included student ambassador in class presentations in weeks 2, 4 and 9 of trimester 2 in 2024, and a campus wide outreach activity in week 7. The methods and content were developed by the five student partners working with Learning Advisors. The only stipulation given to the students was content should relate to the Pillars of Academic Integrity. Early indication shows that students respond more positively to student run interventions, and the professional ethics discussion lent an edge which had not occurred discussing traditional topics of academic misconduct. The student as partners approach led to some interesting styles of student interactions being employed. Recommendations for the future include using the Student Voice model more extensively, with potential implications on the redevelopment of the Academic Integrity compulsory student modules.

This poster and presentation will draw on a case study of a student from a no n-English speaking background who used Generative AI to translate a paper written in her primary language into English for submission which she then further refined. While many institutions require students using Generative AI to disclose use and outline how they used it, the line between original work and plagiarism can be blurred. This can be further complicated when rubrics assess against grammar, style or expression. On the flipside, use of Generative AI by students from non-English speaking backgrounds can be an equaliser, assisting students to express themselves in English and to improve their comprehension of complex materials. This digital poster seeks to develop key considerations for higher education institutions in creating guidelines and educational practices that promote ethical use of Generative AI by students from non-English speaking backgrounds for translation of their own work from their primary language.

Students often speak to their peers about academic plagiarism outcomes to release pressure arising out of guilt or the need to get peer feedback. Though this allows students to openly discuss academic integrity issues, it can leave some students vulnerable when later submitting group assessments as peers may form views of the efficacy of that student’s work. Anecdotal evidence shows that using examples of academic integrity from real assessments in class to explain the potential pitfalls may help reduce some of the group tension.