ARTIFICIAL INTELLIGENCE-RELATED PLAGIARISM IN EDUCATION: A SYSTEMATIC REVIEW

Autors/ores

  • Daniel L. Mpolomoka Unicaf University Zambia, Zambia
  • Musonda Luchembe University of Zambia, Zambia
  • Christine Mushibwe Unicaf University Zambia, Zambia
  • Moono Muvombo Kwame Nkrumah University, Zambia
  • Moses Changala Unicaf University Zambia, Zambia
  • Rex L. Sampa Copperbelt University, Zambia
  • Selina Banda Copperbelt University, Zambia

DOI:

https://doi.org/10.46827/ejes.v12i4.6029

Paraules clau:

AI-related plagiarism, academic integrity, plagiarism detection tools, Social Learning Theory, ethical academic practices

Resum

The rapid advancements in artificial intelligence (AI) have transformed educational practices, but they have also introduced challenges such as AI-related plagiarism, which undermines academic integrity. This study explores the prevalence, challenges, and effectiveness of AI-based tools in detecting and preventing plagiarism in educational settings. The study employed Social Learning Theory (Bandura, 1977) to explore the behavioral dynamics influencing plagiarism and the role of institutional policies and AI tools in shaping ethical academic practices. Using a systematic review approach, 11 studies were analyzed to evaluate existing tools and strategies. The findings indicate that while AI-driven plagiarism detection tools have improved in identifying traditional and AI-generated plagiarism, they often lag behind the rapidly advancing AI technologies. Additionally, the study highlights the gaps in awareness and policy integration, emphasizing the importance of combining technological solutions with education on ethical academic behavior. The conclusion calls for a multifaceted approach that integrates technological innovation, policy frameworks, and proactive education to combat plagiarism effectively. This study contributes to the academic discourse by providing actionable insights for educators, policymakers, and developers, addressing a critical aspect of AI’s role in modern education.

 

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Biografies de l'autor/a

  • Daniel L. Mpolomoka, Unicaf University Zambia, Zambia

    Dr. Daniel L. Mpolomoka is the Deputy Vice-Chancellor in charge of Academic Affairs at Unicaf University Zambia. He has 16 years of professional experience as a lecturer and researcher. Daniel taught at various government secondary schools before taking up lectureship at the Zambian Open University (ZAOU), where he held many key administrative positions. His research interests include: Literacy Studies, Technological Education, Open and Distance Education in Higher Institutions of Learning, Adult Education, Special Education and Early Education Studies. Daniel has also published various articles in local and international refereed journals. He is an editorial board/reviewer for many reputable scientific journals.

  • Musonda Luchembe, University of Zambia, Zambia

    Dr. Musonda Luchembe is a lecturer in the School of Education at the University of Zambia. He holds a PhD in Curriculum Studies from the University of South Africa and two degrees from the University of Zambia, namely a Master's in Non-formal Education and a Bachelor of Arts with Education. His research interests include curriculum studies, non-formal education, qualitative research, and management studies. Dr. Luchembe has published in local and international journals and is skilled in manuscript editing.

  • Christine Mushibwe, Unicaf University Zambia, Zambia

    Dr. Christine Phiri Mushibwe is the Vice Chancellor of Unicaf University Zambia, an esteemed educationist and researcher with a profound commitment to advancing higher education in Africa. She earned her Ph.D. in Education from the University of Huddersfield, UK, and has held various leadership roles in academia, including Deputy Vice Chancellor and Dean at the University of Africa. Dr. Mushibwe's dedication to education has been recognized with the prestigious 'Africa’s Most Influential Woman in Business and Government' award in the education category for Zambia and the SADC Northern region in 2017 and 2018/19. Beyond her academic achievements, she is a founding member of Training Teachers for Community Schools in Zambia (TTCSZ) and has authored the acclaimed book, "The Effect of Cultural Traditions on the Education of Women" (2014). Her leadership extends to serving as a Visiting Research Fellow at the University of Huddersfield and as a board member of the Southern African Regional Universities Association (SARUA).

  • Moono Muvombo, Kwame Nkrumah University, Zambia

    Ms. Muvombo M. Moono is a lecturer at Kwame Nkrumah University in the School of Education, Department of Special Education. She has professional experience of 8 years in Special Education at Muvombo. M. Moono is currently a PhD fellow. She is also a Speech Communication Therapist (Speech, Communication and Language) in the field of Special Education. She is the Coordinator of the Early Childhood Education programme in the School of Education at Kwame Nkrumah University. She has also published various articles in local and international refereed journals.

  • Moses Changala, Unicaf University Zambia, Zambia

    Dr. Moses Changala is currently a Registrar at Unicaf University, Zambia. He holds a PhD in Adult Education, a Master of Arts in Educational Research and a Bachelor of Arts in Public Administration. He also possesses a Post-Graduate Diploma in Distance Education, Diploma in Guidance, Counselling and Placement and a Secondary Teacher’s Diploma, among other qualifications. He has taught at secondary school, college and university levels. He has also held various administrative positions, both substantively and in acting capacities. He has, furthermore, undertaken extensive research and published in local and international peer-reviewed journals and presented papers at conferences. His current areas of research interest are Adult Education, Educational Leadership and Management, Public Policy and Cross-Cutting/Contemporary Issues.

  • Rex L. Sampa, Copperbelt University, Zambia

    Dr. Moses Changala is currently a Registrar at Unicaf University, Zambia. He holds a PhD in Adult Education, a Master of Arts in Educational Research and a Bachelor of Arts in Public Administration. He also possesses a Post-Graduate Diploma in Distance Education, Diploma in Guidance, Counselling and Placement and a Secondary Teacher’s Diploma, among other qualifications. He has taught at secondary school, college and university levels. He has also held various administrative positions, both substantively and in acting capacities. He has, furthermore, undertaken extensive research and published in local and international peer-reviewed journals and presented papers at conferences. His current areas of research interest are Adult Education, Educational Leadership and Management, Public Policy and Cross-Cutting/Contemporary Issues.

  • Selina Banda, Copperbelt University, Zambia

    Dr. Selina Banda is an educationist. Her expertise is in food and nutrition, theatre for development, adult literacy and community nutrition. She has taught at various levels. She is a lecturer at the Copperbelt University with more than 15 years of experience in lecturing.

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Descàrregues

Publicat

2025-05-18

Número

Vol. 12 Núm. 4 (2025)

Secció

Articles

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