AI and Academic Integrity: Student Perceptions of Plagiarism and Ethical Use at the University of Fort Hare

Abstract

The rapid adoption of Artificial Intelligence (AI) in higher education is transforming how students engage with learning, research and academic writing, while raising concerns about plagiarism, authorship, originality and academic integrity. This study explored undergraduate students' perceptions of plagiarism and the ethical use of generative AI at the University of Fort Hare. A mixed-methods, interpretive design was used, drawing on pre-workshop responses from 347 students and post-workshop responses from 127 students. Quantitative items were analysed descriptively, while open-ended responses were analysed thematically using Braun and Clarke's approach. The findings show that students entered the workshop with substantial prior exposure to AI but uneven understanding of ethical use. Among post-workshop respondents, 96.9% rated their understanding of responsible AI use as good or excellent, while 86.6% agreed or strongly agreed that they understood when AI use could become plagiarism or academic misconduct. The study highlights the need for continuous AI literacy development, clear institutional guidance and assessment practices that promote responsible AI use while preserving student authorship and independent thinking.