ENG1503
MAY/JUNE MAIN EXAM 2025
UNIQUE NO.
DUE DATE: 12 JUNE 2025
, ENG1503 EXAM
Question One
The Impact of Academic Dishonesty in the Age of Artificial Intelligence
Academic misconduct, encompassing acts of plagiarism and cheating, has long been a
pressing concern within educational institutions. However, the emergence of artificial
intelligence (AI) technologies has brought forth a transformed landscape of academic
dishonesty, presenting novel challenges for educators (Mohammadkarimi, 2023). In the
current academic context, the misuse of AI tools is rapidly becoming a dominant
concern. This essay explores three leading causes of academic dishonesty—improper
AI usage, reduced critical thinking skills, and the impact on students’ future
employability—while also reflecting on the consequences of these practices on higher
education institutions.
One of the most significant contributors to academic dishonesty today is the improper
use of AI-powered tools, such as text generators and paraphrasing applications. While
these tools can support learning, many students use them to complete assignments
dishonestly, producing work that appears original but lacks genuine engagement. This
trend compromises academic integrity and weakens the role of authentic learning.
According to King and Case (2024), students often see AI tools as shortcuts rather than
support mechanisms, leading to increased plagiarism and a lack of accountability in
their academic work.
Another cause of dishonesty is the erosion of critical thinking skills among students.
Over-reliance on AI tools discourages learners from engaging deeply with academic
content. Instead of analyzing, interpreting, and constructing knowledge, students may
copy or paraphrase outputs without understanding the underlying concepts. This
disengagement results in shallow learning and a weakened ability to apply knowledge in
real-life contexts. As emphasized by Pratama and Permana (2023), the excessive use
of AI in academic tasks diminishes learners’ independence, making them passive
recipients of information rather than active participants in the learning process.
MAY/JUNE MAIN EXAM 2025
UNIQUE NO.
DUE DATE: 12 JUNE 2025
, ENG1503 EXAM
Question One
The Impact of Academic Dishonesty in the Age of Artificial Intelligence
Academic misconduct, encompassing acts of plagiarism and cheating, has long been a
pressing concern within educational institutions. However, the emergence of artificial
intelligence (AI) technologies has brought forth a transformed landscape of academic
dishonesty, presenting novel challenges for educators (Mohammadkarimi, 2023). In the
current academic context, the misuse of AI tools is rapidly becoming a dominant
concern. This essay explores three leading causes of academic dishonesty—improper
AI usage, reduced critical thinking skills, and the impact on students’ future
employability—while also reflecting on the consequences of these practices on higher
education institutions.
One of the most significant contributors to academic dishonesty today is the improper
use of AI-powered tools, such as text generators and paraphrasing applications. While
these tools can support learning, many students use them to complete assignments
dishonestly, producing work that appears original but lacks genuine engagement. This
trend compromises academic integrity and weakens the role of authentic learning.
According to King and Case (2024), students often see AI tools as shortcuts rather than
support mechanisms, leading to increased plagiarism and a lack of accountability in
their academic work.
Another cause of dishonesty is the erosion of critical thinking skills among students.
Over-reliance on AI tools discourages learners from engaging deeply with academic
content. Instead of analyzing, interpreting, and constructing knowledge, students may
copy or paraphrase outputs without understanding the underlying concepts. This
disengagement results in shallow learning and a weakened ability to apply knowledge in
real-life contexts. As emphasized by Pratama and Permana (2023), the excessive use
of AI in academic tasks diminishes learners’ independence, making them passive
recipients of information rather than active participants in the learning process.
