AI Ethics and Integrity in Education 5.0: ChatGPT’s Role in Assessments for Nigerian Pre-Service Teachers

Abstract

Generative artificial intelligence tools such as ChatGPT are increasingly reshaping teaching, learning, and assessment practices in higher education. This study examines the use of ChatGPT in academic assessments among pre-service teachers in four Federal Colleges of Education in Southwest Nigeria. Adopting a qualitative research design, data were collected through semi-structured interviews with 20 pre-service teachers and 4 lecturers and analysed thematically. The findings reveal that while ChatGPT enhances learning efficiency, supports content organisation, and aids conceptual understanding, its unregulated use raises significant concerns regarding academic integrity, fairness, and assessment validity. Participants reported instances of over-reliance on AI, difficulties in defending AI-generated responses, and unequal access to digital resources, which further exacerbate existing educational inequalities. The absence of clear institutional guidelines also contributes to uncertainty and inconsistent practices among both students and lecturers. Framed within the context of Education 5.0, the study highlights the need for ethically grounded and digitally competent educators capable of integrating AI responsibly into teaching and assessment. The paper concludes by recommending the development of context-specific AI policies, the integration of ethical AI literacy into teacher education, and the redesign of assessment practices to prioritise critical thinking and learning processes. These measures are essential for maintaining academic integrity and ensuring equitable participation in AI-enhanced education. Keywords: ChatGPT; artificial intelligence; academic integrity; Education 5.0; pre-service teachers