May June Portfolio 2025
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Due Date: 12 June 2025
Detailed solutions, explanations, workings
and references.
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, QUESTION ONE – DISCURSIVE ESSAY (3 essays provided)
Improper AI Usage, Declining Critical Thinking, and Workforce Impacts: The
Modern Face of Academic Dishonesty
Academic dishonesty in higher education has taken new dimensions with the
integration of artificial intelligence (AI) technologies. While traditional misconduct like
plagiarism and cheating remain prevalent, the improper use of AI poses novel ethical
concerns, contributing significantly to the erosion of academic integrity. This essay
explores three leading causes of academic dishonesty namely, improper AI usage,
reduction of critical thinking skills, and the deterioration of the quality of students’
future workforce and discusses their impact on higher institutions.
One of the most concerning drivers of modern academic dishonesty is the improper
use of AI tools such as ChatGPT and other generative language models. These
technologies allow students to submit AI-generated content as their own, thereby
misrepresenting their learning. According to Choi et al. (2023), while AI has
instructional potential, it can also undermine independent thinking and promote
dishonesty when students rely on it to complete assessments deceptively. The
temptation to use AI tools for quick, polished outputs has increased particularly in
online settings where academic monitoring is limited. Cantiello and Geschke (2024)
observe that AI tools can now produce human-like responses to written tasks,
making them difficult to detect through traditional plagiarism software.
This reliance on AI also leads to a reduction in critical thinking and academic effort.
Students become passive consumers of information, failing to engage deeply with
learning material. Orok et al. (2023) found that many students participate in
misconduct because of fear of failure and peer pressure, indicating a preference for
shortcuts over intellectual effort. When AI is misused as a substitute for learning
rather than a complement to it, students miss out on opportunities to develop
analysis, reasoning, and reflective skills. This intellectual stagnation diminishes the
value of higher education as a space for cognitive growth and innovation.
Furthermore, academic dishonesty severely impacts the future workforce produced
by universities. Students who consistently cheat may enter the labour market lacking
the competence to perform their roles effectively. According to Shofiu (2023),
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