Academic integrity governance in the generative AI era remains predominantly institution-driven, with student perspectives rarely incorporated into policy, assessment design or integrity expectations. This absence is not merely procedural; it may weaken the legitimacy and long-term effectiveness of academic integrity as a shared educational value.
Empirical research indicates that students navigate AI use within complex ethical grey zones, interpreting and rationalising their practices where guidance is unclear or meaningful dialogue is absent (Ying, 2026). The same evidence supports positioning students as partners rather than passive subjects of institutional decision-making. Emerging co-design initiatives further show that students can critically evaluate AI outputs and engage constructively with academic integrity expectations (Hyde-Vaamonde & Keller, 2025). However, such approaches remain uncommon.

This poster argues that prohibition, surveillance and compliance messaging alone are insufficient. It proposes an educator-led co-design approach that incorporates student voice through transparent dialogue, mutual responsibility, exchange of perspectives and agreed expectations for AI use. Academics and students would clarify assessment purpose, identify capabilities needing protection, examine realistic AI-use scenarios, and agree on permitted, conditional and prohibited practices. Academic integrity is thereby reframed as a shared educational responsibility grounded in dialogue, transparent boundaries and informed student agency with sustained academic integrity.