Architects or assistants? A grounded theory of how vocational managers and technical students renegotiate academic integrity in the era of generative AI
Aug 2026· AI and Ethics· Vol 6· 0 citations· 16 references
TL;DR
A substantive theory explaining how academic integrity is renegotiated within competency-based technical and vocational education and training (TVET) is developed and a process theory explaining how educational institutions sustain legitimacy, human agency, and professional judgment within increasingly distributed human–AI cognitive systems is contributed.
This study concludes that universities must transition toward Relational Governance, a co-created model of technology integration that restores trust and protects the reciprocal trust and human validation essential to the academic relationship.
Tadhg Blommerde, Kerry Gibbins, Henry Richards et al.· Intelligent Technologies in...· 0 citations
An evidence-informed TPACK–Responsible AI–Sociotechnical framework is developed based on pedagogical and capability alignment, Responsible AI safeguards and sociotechnical readiness based on pedagogical and capability alignment.
A. Shabut, Vishvapriya Sangvikar, Xin Lu et al.· Information· 0 citations
This critical narrative review examines how assessment in higher engineering education should be reconceptualised when GenAI is simultaneously a learning resource, an emerging professional tool and a source of construct-irrelevant assistance and proposes a Dual-Assurance Assessment Architecture as an evidence-derived o...
Iman Farshchi· Asian Journal of Education a...· 0 citations
A structural framework is established to redefine the academic library’s role from a passive document repository to the primary institutional sanctuary for moral health, research integrity, and character formation.
S. Kalidass, P. Palanisamy· International Journal For Mu...· 0 citations
This study explores Saudi TESOL teachers’ strategies for balancing AI use with academic integrity and critical thinking in Saudi higher education and contributes empirical, practitioner-generated evidence of how TESOL teachers in the Saudi context navigate AI in EAP classrooms.
This review charted how generative AI competence among vocational teachers has been defined, operationalized, and measured in the Scopus Q1 indexed literature published between 2021 and 2026 and suggested that generative AI competence for vocational teachers remains comparatively under-theorized and under measured next...
Husni Mubarok, Yeyet Rostika, Mumu Komaro et al.· International Journal of Edu...· 0 citations
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