Artificial intelligence (AI) is reshaping learning, assessment and professional practice, prompting renewed discussion about integrity in higher education. Using CoLabs, a collaborative dialogue methodology, this study explored how students and staff from four universities reconceptualised integrity in this new environment.

Participants discussed integrity across four priority areas: learning, responsible AI use, employability, and public trust. Rather than viewing integrity solely as compliance with rules or the prevention of misconduct, participants described integrity as foundational to educational, professional and societal responsibilities. Discussions highlighted the importance of supporting student learning, preparing graduates for the workplace, fostering responsible AI use, and maintaining confidence in higher education qualifications and institutions.

A key finding was that these priorities are interconnected and can generate tensions for universities. Participants shared a commitment to integrity but often prioritised different aspects, reflecting their experiences and roles. They recognised that decisions intended to support one priority may create challenges for another, requiring ongoing reflection, negotiation and balance.

The findings suggest that integrity provides a valuable lens for institutions to navigate these tensions. By engaging multiple voices, CoLabs offer a productive approach to understanding complexity and informing trustworthy and sustainable approaches to integrity across the higher education ecosystem.