One of the great joys of being a journal editor is getting to share good news when a new article is published. I am going to make more of an effort to do this on my blog because the International Journal for Educational Integrity is a high quality (Q1) journal with lots to offer when it comes to academic integrity. We accept only about 10% of manuscripts submitted to the journal, so having an article published is a great achievment!
Artificial intelligence has created new opportunities in higher education, enhancing teaching and learning methods for both students and educators. However, it has also posed challenges to academic integrity.
Objective
To describe the evolution of scientific production on academic integrity and artificial intelligence in higher education.
Methodology
A bibliometric analysis was carried out using VOSviewer software and the Bibliometrix package in R. A total of 467 documents published between 2017 and 2025, retrieved from the Web of Science database, were analyzed.
Results
The analysis reveals a rapid expansion of the field, with an annual growth rate of 71.97%, concentrated in journals specializing in education, academic ethics, and technology. The field has evolved from a focus on the use of artificial intelligence in dishonest practices to the study of its integration in higher education. Four main lines of research were identified: the impact and adoption of artificial intelligence, implications for students, academic dishonesty, and associated psychological factors.
Conclusions
The field is at an early stage of development but is expanding rapidly, albeit with fragmented evolution, limited collaboration between research teams, and high editorial dispersion. The analysis shows a predominance of descriptive approaches, leaving room for the development of theoretical frameworks.
Originality or value
This study provides an overview and updated of the evolution of research on artificial intelligence and academic integrity, identifying trends, collaborations, and conceptual gaps. It highlights the need to promote theoretical reflection to guide future practice and research on the ethical use of artificial intelligence in higher education.
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
I started my Bachelor of Arts (Honours) degree 37 years ago this September. (Gosh, that’s a long time ago!) Looking back, I was sooo excited to be a university student… and also terrified. I was the first person in my immediate family to attend university. Now, as a professor, I am committed to helping to create pathways to success for students from equity-deserving groups, those who may be from marginalized or underrepresented groups. Part of this includes academic integrity for these students, who may genuinely have no idea when they start their first year of college what is expected of them.
First-generation college students (also called “first in family” students) are those whose parents did not complete a four-year college degree. These students face unique challenges that some folks in higher education may not fully appreciate. As faculty members, we have both an opportunity and responsibility to create more inclusive and supportive learning environments for these students.
Understanding the Barriers
First-generation students often navigate college without the cultural capital and informal knowledge that their peers may take for granted. They may be unfamiliar with academic norms, unsure about when and how to seek help, or struggling to balance college demands with family obligations and work responsibilities. These students may also experience heightened anxiety about whether they belong in academic spaces.
The principles I have advocated for in academic integrity work apply directly here. Existing systems in higher education can create barriers for students who don’t arrive with certain forms of privilege. As I have argued elsewhere, there can be no integrity without equity (Eaton, 2022). When we fail to address systemic barriers, we perpetuate conditions that disadvantage particular student groups.
Practical Strategies for Faculty
These strategies may work for many different student, not just first gen ones, but I would argue that we can be especially attentive to first generation students by taking the following into account:
Make the Implicit Explicit
Academic culture is filled with unspoken rules and expectations. What seems obvious to those of us who have spent years in higher education may be completely foreign to first-generation students. As I have learned from my work on equity and academic integrity, “if the system is invisible to you, that is because it was created for you” (Eaton, 2022, p. 6).
Provide detailed rubrics and examples of successful work: Create comprehensive rubrics that clearly articulate expectations for each level of performance. Include examples of student work that demonstrate different quality levels, with annotations explaining what makes each example effective or ineffective. Consider providing both excellent examples and common mistakes to help students understand the full range of expectations.
Explain the purpose behind assignments, not just the requirements: Help students understand the learning objectives and real-world applications of their coursework. For instance, explain how a research paper develops critical thinking skills, information literacy, and written communication abilities that transfer to professional contexts. This contextual understanding helps students engage more meaningfully with their learning.
Use plain language in syllabi and course materials: Avoid unnecessary jargon and academic terminology that may be unfamiliar to first-generation students. When discipline-specific terms are essential, define them clearly. Review your syllabus annually to identify language that might be confusing or intimidating to newcomers to higher education.
Clarify expectations for participation, email communication, and office hour visits: Explicitly teach students how to write professional emails, including appropriate subject lines, greetings, and tone. Explain what constitutes meaningful class participation beyond simply speaking up. Describe what happens during office hours and provide specific examples of productive topics for discussion.
Build Genuine Relationships
Connection matters. First-generation students benefit tremendously from feeling that faculty care about them as individuals. This mirrors what we know from academic integrity research: students are less likely to engage in misconduct when they believe their instructors care about them (Eaton, 2022).
Learn students’ names and use them regularly: Make a conscious effort to learn and use student names from the first week of class. Consider using name tents, seating charts, or other strategies to help with this process. Using names creates a sense of belonging and demonstrates that you see students as individuals rather than anonymous faces in a crowd.
Share your own educational journey when appropriate: If you were a first-generation student yourself, consider sharing relevant aspects of your experience. Even if you weren’t, you can share challenges you faced and how you overcame them. This vulnerability helps normalize struggle and shows students that difficulty doesn’t indicate inadequacy.
Create opportunities for peer interaction and collaboration: Design activities that help students connect with one another, such as think-pair-share exercises, small group discussions, or collaborative projects. These connections can provide crucial academic and social support throughout their college experience.
Be approachable and normalize help-seeking behavior: Explicitly tell students that asking questions is a sign of engagement, not weakness. Share examples of productive questions from past students. Make yourself available through multiple channels and respond to student inquiries promptly and warmly.
Schedule regular check-ins, particularly with students who seem to be struggling: Proactively reach out to students who have missed classes, submitted late work, or seem disengaged. A simple email expressing concern and offering support can make a significant difference. Consider mid-semester individual conferences with all students to discuss their progress and address any concerns.
Address Financial and Time Pressures
Many first-generation students work multiple jobs or have family caregiving responsibilities. Our course design should acknowledge these realities without compromising academic rigor. In some research that I did with a graduate student on mental wellbeing and academic integrity, we found that students experiencing stress may be more vulnerable to academic misconduct (Eaton & Turner, 2020), making supportive course design even more crucial.
Avoid requiring expensive textbooks when alternatives exist: Explore open educational resources (OERs), library reserves, or older editions of textbooks. If expensive materials are necessary, provide information about rental options, used book sources, or financial aid resources that might help students afford them.
Consider the timing of assignment due dates and major exams: Avoid scheduling major assignments during times when students are likely to face additional stressors, such as midterms week or right before holidays when many students increase their work hours. Provide advance notice of all major assignments and deadlines.
Offer multiple pathways to demonstrate learning: Design assessments that allow students to showcase their knowledge in different ways. This might include options for oral presentations instead of written papers, creative projects alongside traditional exams, or multiple smaller assignments rather than a few high-stakes evaluations.
Build flexibility into attendance policies when appropriate: While maintaining reasonable expectations, consider policies that account for the realities of students who may face transportation issues, work conflicts, or family emergencies. Provide clear guidelines about how to communicate absences and make up missed work.
Connect students with campus resources for emergency financial assistance: Learn about your institution’s emergency funding programs and don’t hesitate to refer students who are struggling financially. Many students are unaware these resources exist or feel uncomfortable accessing them without encouragement from faculty.
Provide Proactive Academic Support
Don’t wait for students to ask for help. The cultural norm of self-advocacy may not be familiar to first-generation students, and they may interpret struggling as evidence that they don’t belong. As research on academic integrity and mental health during COVID-19 has shown, students may experience significant anxiety about academic expectations and performance (Eaton & Turner, 2020).
Introduce campus support services early and repeatedly: Don’t just mention writing support and student success workshops once in your syllabus. Regularly remind students about these resources and explain specifically how they can help with course assignments. Consider inviting representatives from student services to visit your class.
Provide feedback throughout the semester, not just at the end: Offer low-stakes opportunities for students to receive feedback on their work before major assignments are due. This might include draft submissions, peer review sessions, or brief conferences about work in progress.
Connect students with tutoring, writing centers, and peer support programs: Make specific referrals rather than general suggestions. For example, “Based on your draft, I think working with the writing center on thesis development would be helpful. Here’s how to make an appointment, and I recommend mentioning that you’re working on argument structure.”
Offer study strategies and time management guidance: Many first-generation students have never been taught effective study techniques. Provide concrete strategies for reading academic texts, taking notes, preparing for exams, and managing large projects over time.
Explain how to read and interpret feedback on assignments: Students may not understand how to use your comments to improve their work. Consider providing examples of how to revise based on feedback or scheduling brief meetings to discuss your comments on major assignments.
Challenge Deficit Thinking
Resist viewing first-generation students through a deficit lens. Instead, recognize the strengths, resilience, and diverse perspectives they bring to your classroom. This aligns with advocacy for decolonizing academic practices and embracing multiple ways of knowing (Eaton, 2022).
Value different forms of knowledge and experience: Acknowledge that students bring valuable perspectives from their work, family, and community experiences. Create opportunities for students to connect course content to their lived experiences and cultural backgrounds.
Incorporate diverse voices and perspectives in your curriculum: Include authors, researchers, and case studies that reflect diverse backgrounds and experiences. This helps all students see themselves reflected in the curriculum while exposing everyone to broader perspectives.
Create assignments that allow students to draw on their backgrounds: Design projects that invite students to explore topics relevant to their communities or to apply course concepts to contexts they know well. This validates their experiences while helping them see the relevance of academic content.
Resist conflating struggle with inability: Normalize the learning process and help students understand that confusion and difficulty are natural parts of intellectual growth. Share examples of how struggle leads to deeper understanding.
Advocate for institutional changes that support student success: Use your voice in departmental and institutional committees to push for policies and practices that better serve first-generation students. This might include advocating for more flexible scheduling, expanded financial aid, or improved support services.
Practice Cultural Humility
Acknowledge that our own educational experiences may differ significantly from those of our students. Be willing to learn about their perspectives and challenges.
Ask students about their needs rather than making assumptions: Use anonymous surveys or informal check-ins to understand what your students are experiencing. Their insights can help you adjust your teaching to better meet their needs.
Be open to feedback about your teaching practices: Create opportunities for students to provide honest feedback about what’s working and what isn’t. Consider mid-semester evaluations or regular pulse checks to gauge student understanding and engagement.
Recognize the limits of your own knowledge and experience: Be honest about what you don’t know about first-generation student experiences and commit to learning more. Attend professional development sessions, read relevant research, and seek out colleagues who have expertise in this area.
Collaborate with student affairs professionals who specialize in first-generation student support: Build relationships with staff in student success centers, counseling services, and first-generation student programs. They can provide valuable insights and serve as resources for your students.
Beyond Individual Action
Individual faculty efforts are essential, but systemic change is equally important. As I have argued in my work on equity in academic integrity, we must advocate for institutional transformation and systemic change (Eaton, 2022).
Within your department and institution, push for professional development focused on supporting first-generation students, policies that address food insecurity and housing instability, expanded financial aid and emergency funding programs, mentoring programs connecting students with faculty, staff, and successful peers, and recognition systems that value inclusive teaching practices.
The Mental Health Connection
There are connections between academic stress and mental health concerns (Eaton & Turner, 2020). For first-generation students, this stress may be compounded by family pressures, financial worries, and feelings of not belonging. Our rapid review of literature during COVID-19 found that students experienced “amplification of students’ anxiety and stress during the pandemic, especially for matters relating to academic integrity” (Eaton & Turner, 2020, p. 37).
Faculty should be attentive to signs of student distress and prepared to connect students with appropriate campus resources. Creating supportive classroom environments can help mitigate some of these stressors. When students feel valued and supported, they are more likely to seek help when needed rather than struggling in isolation.
A Personal Commitment
Supporting first-generation students requires ongoing commitment to equity and inclusion. It means examining our own practices and assumptions, being willing to change course when needed, and advocating for students both inside and outside our classrooms.
The work of creating equitable educational environments is never finished. As I have written elsewhere, “A commitment to allyship is a life’s work, demonstrated throughout our daily ethical practice as educators, leaders, researchers, and human beings” (Eaton, 2022, p. 6). When we commit to supporting first-generation students, we strengthen our entire academic community and move closer to the ideals of fairness and inclusion that should guide higher education.
As educators, we have the power to significantly impact student success. The question is how we use that power to dismantle existing barriers or to create pathways for all students to thrive.
References
Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 18(10), 1-12. https://doi.org/10.1007/s40979-022-00105-0
Eaton, S. E., & Turner, K. L. (2020). Exploring academic integrity and mental health during COVID-19: Rapid review. Journal of Contemporary Education Theory & Research, 4(1), 35-41. http://doi.org/10.5281/zenodo.4256825
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
As a new academic year begins here in the northern hemisphere, I’m worried. I am worried that equity-deserving students, including racialized and linguistic-minority students, disabled and neurodivergent students, and others from equity-deserving groups will fall through the cracks again this year.
Conversations about academic integrity often centre around detection and discipline.
How many students will be accused of — and investigated for — academic cheating this year when what they actually needed was learning support? Or language support? Or just a clearer understanding of what academic integrity is and how to uphold it?
It doesn’t have to be this way.
Academic integrity is also about creating a learning environment grounded in fairness and opportunity for every student. Social justice, equity, inclusion, diversity, and accessibility shape how students experience integrity in real ways:
Equity reminds us that students enter the classroom with different levels of preparation and support.
Inclusion ensures every student can participate in learning and assessment.
Accessibility removes barriers that make it harder for some students to meet expectations.
A social justice lens helps us see patterns in who is reported or penalized for breaches of integrity and why.
Here are some actions educators can take in the first month of classes to support student success:
Review course materials to ensure instructions and policies about integrity are written in plain, accessible language.
Dedicate class time to talking with students about what integrity looks like in your course and why it matters.
Share examples of proper citation and collaboration that are relevant to your discipline.
Make time for questions about assessments so students understand what is expected and where to find help.
Connect students early to campus supports such as writing centres, student services, and accessibility services.
This is just a start.
My point is this: Do not assume that students should just know what academic integrity means. Take the time to explain your expectations and policies. In order for students to follow the rules, they need to know what the rules are.
Academic integrity is not only about avoiding plagiarism or cheating. It is also about fostering trust and fairness so that all students have a fair chance to learn and succeed. The choices we make in the first few weeks of the term set the tone for the entire year.
What steps are you taking at the start of this new school year to build a more inclusive and equitable approach to academic integrity?
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Academic misconduct cases can leave professors feeling frustrated, especially when outcomes don’t align with their expectations. These emotions are understandable and how faculty respond to disappointing rulings can impact their professional standing; relationships with colleagues and students; and future effectiveness in addressing misconduct.
Here are five common mistakes professors make when they disagree with academic misconduct decisions—and better approaches to consider.
1. Venting to Students About the Decision
The Mistake: Discussing the case details or expressing frustration about the ruling with other students, either in class or informal settings.
Why It Backfires: This behavior undermines institutional authority, creates an uncomfortable environment for students, and may violate confidentiality requirements. Students lose confidence in the system and may question whether they’ll receive fair treatment.
Better Approach: Process your concerns through appropriate channels. If you need to discuss the case, speak with department chairs, ombudspersons, or trusted colleagues who understand confidentiality requirements.
2. Making Public Complaints on Social Media or Forums
The Mistake: Posting about the case on social media, academic forums, or other public platforms, even when avoiding specific names.
Why It Backfires: Public complaints damage professional relationships and institutional reputation. Even anonymous posts can often be traced back to their authors. This approach also models poor conflict resolution for students and colleagues.
Better Approach: Use internal grievance procedures or professional development opportunities to address systemic concerns. Focus energy on improving processes rather than criticizing past decisions.
3. Refusing to Participate in Future Misconduct Proceedings
The Mistake: Declining to serve on academic integrity committees or refusing to report suspected misconduct because of disagreement with previous outcomes.
Why It Backfires: Withdrawal from the process eliminates your voice from future decisions and reduces the system’s effectiveness. This stance also shifts additional burden to colleagues who continue participating.
Better Approach: Stay engaged while working to improve the system. Use your experience to advocate for clearer guidelines, better training, or procedural improvements that address your concerns.
4. Treating the Student Differently in Future Interactions
The Mistake: Allowing disappointment about the ruling to affect how you interact with the student in subsequent courses, recommendations, or professional settings.
Why It Backfires: This behavior constitutes unprofessional conduct and potential retaliation. It undermines the educational mission and creates legal risks for both you and the institution.
Better Approach: Maintain professional boundaries and treat all students equitably. If you find it difficult to interact objectively with the student, consider recusing yourself from situations where bias might affect your judgment.
5. Bypassing Established Processes
The Mistake: Going directly to senior administrators, board members, or external parties without following institutional procedures for investigations, appeals, or grievances.
Why It Backfires: Skipping proper channels damages relationships with immediate supervisors and colleagues. It also reduces the likelihood that your concerns will receive serious consideration, as decision-makers prefer to see that established processes were followed.
Better Approach: Work through designated channels first. Document your concerns clearly and present them through official appeal mechanisms. If these prove insufficient, seek guidance from faculty governance bodies or professional organizations.
Moving Forward Constructively
Disagreement with academic misconduct decisions stems from genuine concern for educational standards and fairness. Channel this concern into productive action by focusing on prevention, process improvement, and professional development rather than relitigating past cases.
Consider these constructive alternatives: participate in policy review committees, mentor colleagues on documentation practices, advocate for faculty training on academic integrity, or contribute to scholarship on effective misconduct prevention.
The goal is not to eliminate disagreement with misconduct decisions—different perspectives strengthen academic integrity systems. The goal is to express disagreement in ways that improve outcomes for everyone involved while maintaining the professional standards that serve our educational mission.
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
I have been doing a lot of travelling lately, giving talks on postplagiarsm and academic integrity in the age of generative artificial intelligence. Recently I was at the Calgary airport and ask I was going through the security screening process, I took out my laptop and placed it in the bin to be screened. A staff member pointed to my laptop and asked, “Are you a professor at the University of Calgary?!”
She recognized the laptop sticker. It says #UHaveIntegrity, which is the slogan for our academic integrity campaign at the University of Calgary.
I replied, “Yes! Yes, I am! Are you a student?” She replied yes, that she was a majoring in political science.
It was most inspiring moment I have ever had going through airport security!
Shifting the Conversation
Traditional academic integrity messaging often starts from a deficit model, emphasizing what students should not do and the consequences of misconduct. This approach inadvertently positions students as potential cheaters rather than developing adults.
The #UHaveIntegrity campaign reframes this conversation. We acknowledge and celebrate students as whole human beings with existing ethical foundations. Our role as educators shifts from policing to supporting their continued development.
From Classroom to Career
Academic integrity transcends assignment submissions and exam protocols. It forms the foundation for ethical decision-making that extends beyond graduation. The research literature demonstrates that students who develop strong ethical frameworks during their education carry these principles into their professional lives (e.g., Guerrero-Dib et al., 2020; Tammeleht et al., 2022).
When we recognize that students already have integrity, we create space for authentic dialogue about ethical challenges rather than simply enforcing rules. Students become active participants in their ethical development rather than passive recipients of policy statements.
Supporting Student Success
The #UHaveIntegrity campaign represents our commitment to supporting student learning and academic success. By starting from a position of trust, we establish educational environments where:
Students feel empowered to ask questions about citation and collaboration
Errors become learning opportunities rather than character judgments
Discussions about integrity focus on growth rather than compliance
Moving Toward Postplagiarism
The #UHaveIntegrity campaign exemplifies what we call postplagiarism pedagogy—an educational approach that moves beyond rule-based instruction to consider how learning, writing, and collaboration can happen ethically in the age of generative AI.
Postplagiarism does not mean ignoring source citation or academic honesty. Instead, it acknowledges that students develop as writers in a world where information flows differently than in previous generations. ChatGPT was released almost two and half years ago, in November 2022. Here we are in 2025 and our historical norms around citing and referencing are inadequate in the age of remix, mashup, and co-creation with GenAI.
By starting from the premise that students have integrity, educators can engage in richer conversations about:
How knowledge creation occurs in digital environments
Why proper attribution matters in different contexts
How collaboration and individual work intersect in contemporary scholarship
In a small-scale study led by my colleague, Dr. Soroush Sabbaghan, we interviewed ten graduate students about their use of GenAI. They told us that they want and need guidance and support to use GenAI ethically. They also wanted agency to use GenAI tools to help them do their research. They wanted GenAI tools to help them amplify their own voices and discover new perspectives. Although our study was small, the findings are worthy of consideration. You can check out the article here if you are interested.
Moving Forward Together
The sticker on my laptop serves as a daily reminder of our responsibility as educators. It’s up to us educators to create learning environments that nurture the integrity students already possess, providing them with the knowledge and skills to navigate increasingly complex ethical landscapes.
The next time you encounter academic integrity challenges in your classroom, remember: your students have integrity. The question is not about instilling values they lack, but supporting their application of existing values to new academic contexts.
#UHaveIntegrity is more than a hashtag. It is our University of Calgary commitment to educational partnerships built on integrity and mutual respect.
University of Calgary Academic Integrity Week 2025
This year at the University of Calgary, we’ll mark Academic Integrity Week from October 14-17. Our themes are artificial intelligence and engaging students as partners in academic integrity. We are excited to engage with students on these important topics!
References
Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1), 2. https://doi.org/10.1007/s40979-020-0051-3
Sabbaghan, S., & Eaton, S. E. (2025). Navigating the ethical frontier: Graduate students’ experiences with generative AI-mediated scholarship. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00454-6
Tammeleht, A., Löfström, E., & Rodríguez-Triana, j. M. J. (2022). Facilitating development of research ethics and integrity leadership competencies. International Journal for Educational Integrity, 18(1), 1–23. https://doi.org/10.1007/s40979-022-00102-3
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Posted by Sarah Elaine Eaton, Ph.D. 
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