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This is a Figure from a National Survey entitled "BRIDGING STUDENT AND FACULTYPERSPECTIVES ON DIGITAL LEARNING" by Tyton Partners in 2023. Found on page 21 of the pdf. https://tytonpartners.com/app/uploads/2023/06/Time-for-Class-2023-Report_Final.pdf

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This is a Figure from a National Survey entitled "BRIDGING STUDENT AND FACULTYPERSPECTIVES ON DIGITAL LEARNING" by Tyton Partners in 2023. Found on page 21 of the pdf. https://tytonpartners.com/app/uploads/2023/06/Time-for-Class-2023-Report_Final.pdf

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Administrators were the least likely to say “I believe AI generative writing tools will have a positive effect on student learning" out of all the groups, which makes sense to me because they’re often the ones worrying about the bigger picture — policies, ethics, and long-term academic integrity.

Non-user instructors are the group most likely to say that AI is harmful to learning, and I actually understand that hesitation since without first-hand experience, it’s easy to see AI as more of a threat than a tool.

Interestingly, AI-using administrators are the least likely to say “I believe AI generative writing tools will have a negative effect on student learning", showing how personal use can shift perception — but that still doesn’t mean the problems disappear; it just means people are getting comfortable faster than they’re getting cautious.

And 54 percent of AI-using students say AI is helpful for learning, which to me shows real potential if it’s used responsibly — but it also makes me wonder how much of that “help” comes from genuine learning versus just making things easier.

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I have not received or given any unauthorized assistance 

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I have not received or given any unauthorized assistance 

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This is a commentary article entitled “Should Schools Ban or Integrate Generative AI in the Classroom?” by Regina Ta and Darrell M. West, published by The Brookings Institution on August 7, 2023.

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This is a commentary article entitled “Should Schools Ban or Integrate Generative AI in the Classroom?” by Regina Ta and Darrell M. West, published by The Brookings Institution on August 7, 2023.

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“Since ChatGPT’s release on November 30, 2022, educators have been slow to address questions regarding whether to allow its use in the classroom and how the tool affects pedagogy, student learning, and creativity.”
This opening feels so true to the moment — there’s still hesitation and uncertainty everywhere. It’s like schools are standing still, watching something that’s already racing ahead. That hesitation says as much about fear of change as it does about the technology itself.

“Without an educational sandbox for generative AI usage, schools run the risk of having students deploy these rapidly developing technologies in unplanned ways with unintended outcomes.”
This feels like such a crucial insight. Banning AI doesn’t stop its use; it just drives it underground. “Educational sandbox” is a great metaphor — a safe place to play, test, and fail. That’s how students (and teachers) actually learn.

“Districts can shape [AI’s] use and role in the future of education, instead of letting generative AI write it for them.”
This is probably the quote I’d highlight most. It frames the issue perfectly — either we take responsibility for shaping how AI fits into learning, or we let it reshape us by default. It’s both a warning and a challenge

“Without an educational sandbox for generative AI usage, schools run the risk of having students deploy these rapidly developing technologies in unplanned ways with unintended outcomes.”
This feels like such a crucial insight. Banning AI doesn’t stop its use; it just drives it underground. “Educational sandbox” is a great metaphor — a safe place to play, test, and fail. That’s how students (and teachers) actually learn.

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Should schools ban or integrate generative AI in the classroom? | Brookings

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Public schools are taking a variety of approaches to deal with the effects of generative AI on education, from banning to embracing AI tools.

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This is an article titled “What Do Chatbots Really Mean for Students and Cheating?” by Carrie Spector, featuring interviews with Denise Pope and Victor Lee from the Stanford Graduate School of Education. Published October 31st 2023.

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This is an article titled “What Do Chatbots Really Mean for Students and Cheating?” by Carrie Spector, featuring interviews with Denise Pope and Victor Lee from the Stanford Graduate School of Education. Published October 31st 2023.

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“For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one ‘cheating’ behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies.”
It’s surprising that AI hasn’t actually increased cheating — it challenges the assumption that new technology automatically causes new problems. For me, this shows that cheating has always been more about pressure and culture than about tools.

“We know from our research that when students do cheat, it’s typically for reasons that have very little to do with their access to technology.”
This quote stands out because it shifts the focus away from blaming AI and toward understanding students. It reminds me that the roots of dishonesty are often emotional or structural — feeling overwhelmed, disconnected, or unsupported — not just about convenience.

“Many [students] said they thought it should be acceptable for ‘starter’ purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed.”
I like this because it shows that students themselves already have a moral compass about AI. It gives me hope that if we teach students to use these tools ethically, they’ll rise to the occasion rather than abuse them.

“Cheating is generally a symptom of a deeper, systemic problem. When students feel respected and valued, they’re more likely to engage in learning and act with integrity. They’re less likely to cheat when they feel a sense of belonging and connection at school, and when they find purpose and meaning in their classes.”
This feels like the heart of the article to me. It reframes cheating as a relational and motivational issue, not just a disciplinary one. I completely agree that belonging and purpose are what make learning real — not fear of punishment.

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What do AI chatbots really mean for students and cheating?

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Stanford education scholars Victor Lee and Denise Pope discuss ongoing research into why and how often students cheat.

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This is a blog post entitled "The Rise of AI and the Growing Concern of Cheating in Higher Education" by Kaltman Law, published in 2024.

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This is a blog post entitled "The Rise of AI and the Growing Concern of Cheating in Higher Education" by Kaltman Law, published in 2024.

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"The advent of artificial intelligence (AI) has revolutionized education, offering both groundbreaking opportunities and complex challenges."

This opening sentence provides general context about AI's role in education that both the writer and reader can agree on as a starting point—it's establishing shared knowledge that AI is already changing education before diving into the specific problem of cheating.

"Universities are investing in advanced tools like GPTZero and Turnitin's AI detection software to identify AI-generated work."

This gives background information about what technologies currently exist to detect AI cheating—the author is explaining the landscape of detection tools that readers might not be familiar with, providing context for how institutions are responding.

"For instance, universities in Scotland caught over 400 students using AI to cheat over the past two years, showcasing the importance of proactive measures."

This is a news anecdote used to provide real-world context and show that AI cheating is actually happening, not just theoretical—it gives concrete evidence that this is a current issue institutions are already dealing with.

"Colleges are beginning to adapt their policies and practices to address AI-related academic dishonesty. Several strategies have emerged: AI Detection Tools, Revised Assessment Methods, Student Education on Ethical AI Use, Policy Adjustments, Collaboration with Educators."

This provides background information on the current state of how colleges are responding to AI cheating, it's giving readers a general overview of what's already being done in higher education to address this problem, establishing the context for the discussion.

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The advent of artificial intelligence (AI) has revolutionized education, offering both groundbreaking opportunities and complex challenges. While AI tools can enhance learning, they also present new avenues for academic dishonesty, leading to increasing concerns about their misuse in higher education.

Recent studies underscore the rapid adoption of AI tools among students. A survey by BestColleges revealed that 56% of college students have used AI for assignments or exams. Similarly, research from Nerdynav found that 43% of students admitted to using tools like ChatGPT, with 89% leveraging them for homework, 53% for essays, and 48% for at-home tests. This widespread usage highlights the urgent need for institutions to address how these tools are being utilized in academic contexts.

The question of whether AI-assisted work constitutes cheating is divisive. BestColleges reported that 50% of students view AI usage for assignments or exams as a form of cheating or plagiarism, while the other half do not share this perception. This discrepancy signals a need for clearer institutional policies and student education to align understanding of ethical AI use.

Educators are increasingly alarmed by the ease with which students can use AI to sidestep academic standards. A Wiley survey indicated that 96% of instructors believe at least some students have cheated in the past year, with AI tools frequently cited as contributing to this trend. Detecting AI-generated content is a formidable challenge. Traditional plagiarism detection tools are often ineffective, and even AI-specific detectors can yield false positives, creating further complications for institutions.

Colleges are beginning to adapt their policies and practices to address AI-related academic dishonesty. Several strategies have emerged:

While colleges are cracking down on AI misuse, they are also recognizing its potential as a powerful educational tool. Institutions are striving to strike a balance between enforcing accountability and fostering innovation. By incorporating AI into coursework in a controlled manner, colleges aim to prepare students for a future where AI will be an integral part of professional and academic life.

The consequences can be severe for students accused of cheating with AI tools, ranging from failing grades to suspension or expulsion. However, not all accusations are accurate, as the reliability of AI detection tools remains a significant issue. False positives can unfairly implicate students who have not engaged in misconduct. In such cases, seeking legal assistance can be crucial. A lawyer experienced in education law can help students understand their rights, challenge procedural errors, and advocate for due process in disciplinary hearings. Legal support ensures that students have a fair opportunity to present their case and that institutions handle allegations transparently and accountable.

AI is transforming the landscape of higher education, presenting opportunities for growth alongside challenges to academic integrity. Institutions are responding with a combination of technology, education, and policy reform to mitigate AI-driven cheating. By fostering a culture of ethical AI use and adapting assessment methods, colleges can harness AI's benefits while maintaining academic honesty standards-contact K Altman Law to assist you if your college accuses you of AI cheating. We can help you navigate the process and work with you to find a favorable resolution.

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The Rise of AI and the Growing Concern of Cheating in Higher Education

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Discover how colleges are tackling AI-driven cheating with detection tools, policy reforms, and ethical education. Learn what to do if you're falsely accused.

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This is a Article entitled  “AI in Schools: Pros and Cons” by the University of Illinois Office of Communications, College of Education on Oct 24, 2024

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This is a Article entitled  “AI in Schools: Pros and Cons” by the University of Illinois Office of Communications, College of Education on Oct 24, 2024

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“Cheating and plagiarism are, as mentioned, chief among the AI concerns raised by educators. If AI is used to complete assignments or exams or write papers, it is unfair to the students who don’t cheat, and it undermines the education and learning process for those who do cheat.”
As someone who really values authentic learning, I find this alarming because it shows how AI can easily take away the purpose of education itself.

“Studies have shown significant bias in GPT (generative pre-trained transformers; e.g., ChatGPT) against non-native English speakers... Non-English-speaking students may be falsely accused of cheating, which can undermine their academic career and damage their psyches.”
This example makes me worry about how unfair AI systems can be when they haven’t been built with every kind of learner in mind; if students are being punished because of language bias, that’s an ethical problem that directly contradicts the idea of education as an equal opportunity for everyone.

“Privacy risks have been a concern for as long as AI has been around... having private and sensitive information viewed by others, having false or misleading information disseminated, and the increasing ease others have in accessing others’ personal data.”
I care deeply about student safety and trust, so the idea that AI tools might expose or misuse personal data feels like a serious breach of what schools are supposed to protect.

“Relying more and more on AI may reduce the teacher-to-student interactions and relationships and take away from the social-emotional aspects of learning.”
For me, this captures one of the biggest risks: if education becomes too automated, we lose the human connection that makes teaching meaningful.

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Generative AI has opened up a whole new world to administrators, educators, and students. The power of AI is undeniable, and understanding the pros and cons of artificial intelligence in education is essential for making informed decisions. To best use AI in schools, teachers and administrators need to know AI’s advantages and challenges.

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This is a journal article and systematic literature review entitled “The Ethics of Using AI in K–12 Education: A Systematic Literature Review” by Anastasia Gouseti et al., published on November 26, 2024.

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This is a journal article and systematic literature review entitled “The Ethics of Using AI in K–12 Education: A Systematic Literature Review” by Anastasia Gouseti et al., published on November 26, 2024.

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“From the analysis of 25 peer-reviewed studies published between 2010 and 2023, the authors map key themes and concerns relating to AI ethics in compulsory schooling.”
This signals that the article isn’t just opinion — it’s grounded in a wide range of existing research, which strengthens the credibility of its ethical concerns about AI in K-12 settings.

“While these advances are seen to provide opportunities, new concerns have arisen about the ethics of AI use. This has precipitated the publication of various AI ethics guidelines, however, the development of AI ethics policies for children and K-12 education has lagged behind.”
This encapsulates a tension I share: AI is promising, but policy and oversight for children’s education aren’t keeping up, which is exactly where many ethical and academic problems can emerge.

“Artificial Intelligence (AI) tools are becoming integrated into the domains of teaching, learning, assessment and administration of educational institutions.”

This lays out the scope of where AI is moving in schools it’s not just tools for writing, but assessment, administration, etc.

“They also identify responses relating to the ethical use of AI, highlight research gaps and provide suggestions for future directions for researching AI ethics in K-12 education.”

I like this because it shows that the article is not only diagnosing problems, it also points toward next steps. As someone passionate about effective education, I find it meaningful that they don’t just warn, but help map a path forward.

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The ethics of using AI in K-12 education: a systematic literature review

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Artificial Intelligence (AI) tools are becoming integrated into the domains of teaching, learning, assessment and administration of educational institutions. While these advances are seen to provid…

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This is a Research Article entitled "Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT" by Victor R. Lee et.al from Computers and Education: Artificial Intelligence. Published June 12, 2024

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This is a Research Article entitled "Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT" by Victor R. Lee et.al from Computers and Education: Artificial Intelligence. Published June 12, 2024

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"The survey instrument was 151 items long and took students between 20 and 39 min to complete... included a cheating scale (adapted from McCabe, 2001, pp. 38–43) with 12 items and four options for responses."

The researchers didn't create their survey questions from scratch—they used McCabe's cheating scale from 2001, which means they're building on a method that other researchers have already tested and trusted, making their results more reliable and comparable to other studies.

"Questions were designed to minimize use of the term 'cheat', with two exceptions... Consistent with methods in prior research on 'cheating', questionnaires limit the use of the word 'cheating' to avoid asking about identification with being a 'cheater'."

This shows the researchers understand that if you directly ask students "do you cheat?" they might lie or feel defensive, so instead they ask about specific behaviors like "did you copy homework?" which gets more honest answers—this is a smart methodological choice based on how people actually respond to surveys.

"Responses to the cheating questions were recoded for those who reported never engaging in the described item behavior and those who had, regardless of whether they had done it one or more than four times."

The researchers simplified their data by creating two categories (did it vs. didn't do it) instead of worrying about how many times students cheated, which makes the statistical analysis cleaner and easier to compare across different years and schools.

"Anderman and Midgley (2004) have documented that self-reports of cheating increase through high school... Various factors have been identified with the prevalence of these behaviors. They include competing pressures, the perception that school assignments had low value, and perceived high importance of grades (Waltzer et al., 2023)."

The authors reference other researchers (Anderman, Midgley, Waltzer) who have studied why students cheat, which shows they're not just collecting data randomly—they're using existing theories about academic pressure and motivation to help explain what they're finding in their own study.

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This is a student opinion article entitled "Are Students Cheating When They Use A.I. for Their Schoolwork?" by Jeremy Engle in The New York Times Learning Network, published on April 24, 2025.

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This is a student opinion article entitled "Are Students Cheating When They Use A.I. for Their Schoolwork?" by Jeremy Engle in The New York Times Learning Network, published on April 24, 2025.

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"As artificial intelligence makes its way into schools, a paradox is emerging. Many educators, concerned about cheating and shortcuts, are trying to limit student use of A.I. At the same time, teachers are increasingly using A.I. tools themselves, both to save time on rote tasks and to outsource some of their most meaningful work, like grading essays and tutoring struggling students."

This provides essential background context that sets up the entire debate—it establishes the current situation in schools where there's a double standard happening, which both readers and the writer can recognize as the shared reality they're discussing.

"Among middle school students, word has gotten out about a solution for tricky math assignments. If you take a photograph of a problem and feed it into one of several free A.I. apps, the software will show you the correct answer and break the solution down step by step."

This gives concrete background information about how students are actually using AI in real classrooms, it's explaining a specific practice that's already happening.

"Alex Baron, an administrator at E.L. Haynes Public Charter School in Washington, D.C., said he considered the widely used math apps a form of cheating. But he acknowledged that he has found some compelling uses of A.I. in his own work."

This anecdote from a real school administrator provides background about current attitudes and practices in education. it's giving context about how actual educators are navigating this issue right now.

"School leaders are grappling with these dilemmas as they confront a barrage of marketing claims around how A.I. could 'transform,' 'personalize' and 'accelerate' learning."

This provides background about the broader educational landscape and the business pressures schools are facing, it's giving context that there's an entire industry marketing AI tools to schools, which helps explain why this issue is so urgent and complicated right now.

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Are Students Cheating When They Use A.I. for Their Schoolwork?

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Is artificial intelligence a tool that supports students in their learning or a crutch that holds them back?