THE PRODUCTIVE SIDE OF AI-ASSISTED CHEATING: CAN UNAUTHORIZED AI USE SUPPORT LEARNING?

Abstract

The rapid integration of generative artificial intelligence (AI) into education has challenged traditional understandings of academic integrity and learner autonomy. Students increasingly use AI systems to generate answers, complete written assignments, translate texts, summarize information, and solve academic problems. From the perspective of academic integrity, submitting AI-generated work as one’s own may constitute unauthorized assistance or academic misconduct. However, the educational consequences of such practices are more complex than a simple opposition between “cheating” and “learning”. The same interaction with an AI system may potentially become a source of learning when students critically evaluate, correct, transform, and discuss the generated content.