The emergence of Generative Artificial Intelligence (GenAI) is changing the nature of academic integrity decision making. Responding effectively requires an understanding of the digital landscape students navigate and the professional contexts they are preparing to join, enabling judgments that are fair, contextually informed, and ethically defensible. This work requires including the student voice as part of confronting the moral panic surrounding GenAI and replacing fear‑driven reactions with student-centred, ethically grounded approaches to academic integrity work.

This poster presents insights from conversations held between four academic integrity officers at a regional Australian university. We reflected on our evolving practices and how to better support students, particularly in relation to equity, inclusion and diversity of learner backgrounds and needs. A key insight from these discussions is the centrality of the student voice in the integrity process. We recognise that student perspectives are essential to the vetting process, offering crucial insight into learning intentions, uncertainties, digital habits, and common misunderstandings. This student-centred approach calls for academic integrity work to become a shared practice rather than a system of detection, through which institutions can build trust, encourage honest disclosure of AI use, and support ethical learning practices centred on human connection.