Authors
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Dr. Jennie Miron
Humber Polytechnic
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Laura Facciolo
Humber Polytechnic
Keywords:
Academic integrity Canada artificial intelligence, higher education policy
Abstract
This study examined the current state of academic integrity policies addressing the use of artificial intelligence (AI), specifically generative AI (GenAI), within publicly funded higher education institutions in Ontario, Canada. Amid the rapid proliferation of AI use across the sector, a regulatory gap persists at provincial and federal levels, contributing to varied institutional responses. Adapting Bretag et al.'s (2011a; 2011b) framework for policy analysis, we analyzed 19 academic integrity policies that reference AI and 1 standalone artificial intelligence policy. Our findings revealed a cautious and inconsistent sector-wide approach characterized by limited specificity, ambiguous responsibility, and limited support for AI competency development. Based on the findings synthesized in this review, we offer recommendations for AI policy and practice.
Author Biographies
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Dr. Jennie Miron, Humber Polytechnic
Dr. Jennie Miron is a professor and Faculty Academic Lead in the Faculty of Life Sciences & Wellness. She is a recognized leader in the field of academic integrity, with a strong commitment to fostering ethical practices in higher education. Dr. Miron actively promotes academic integrity at the institutional, provincial, national, and international levels through her teaching and her involvement with key organizations, including the Academic Integrity Council of Ontario, the Academic Integrity Canadian Consortium, and the International Center for Academic Integrity.
Her scholarly work includes presentations, research projects, and publications focused on academic integrity. Dr. Miron is dedicated to advancing initiatives that cultivate ethical learning environments and uphold the core values of honesty, trust, fairness, respect, responsibility, and courage. She believes that all members of the academic community share a responsibility in nurturing these values and supporting students in their development as ethical scholars and professionals.
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Laura Facciolo, Humber Polytechnic
Laura Facciolo is an Educational Design Specialist at Humber Polytechnic. Her research interests include assessment quality and integrity, competency-based learning, and generative AI.
Section
Peer-reviewed Research Articles
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