Volume 2 - Issue 1, January - February 2026

Academic integrity has become a pervasive and challenging concern in higher education with the introduction of Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Gemini, Claude, and other large language models (LLMs). While this technological shift has created significant opportunities for personalised learning, accessibility, and intensive feedback, it has simultaneously disrupted traditional notions of authorship and the reliability and validity of assessment. This article examines academic integrity through three analytical lenses: (1) the pre-AI period (2017–2022), characterised by concerns related to plagiarism, contract cheating, and essay mills; (2) the post-AI period from 2022 onwards, marked by AI-generated content, unreliable detection technologies, and evolving regulatory uncertainty; and (3) a comparative international perspective drawing on policy and practice in Australia, the United Kingdom, the United States, Hong Kong, and Pakistan. Using a mixed-methods policy analysis of regulatory documents, empirical research, and national-level institutional case examples, the study identifies a convergence towards pedagogical approaches that embed AI literacy, promote transparency and disclosure, emphasise learning processes over final products, and reduce dependence on automated detection systems. The article concludes that sustaining academic integrity in the GenAI era requires a fundamental shift from rule-based compliance models to pedagogies of responsible, ethical, and critically informed AI engagement.

Dr. Ayesha Butt,Sadia Rafique,"Academic Integrity in Higher Education: Challenges, Opportunities, and Policy Directions" International Journal of Scientific Research and Engineering Development, V2(1): Page(232-242) Jan-Feb 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.