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Meet Agentic AI: Implications for Academic and Learning Integrity

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Over the past few years, Higher Education (HE) has been called to action in response to the rise of Generative Artificial Intelligence (GenAI) tools. As Artificial Intelligence (AI) becomes more autonomous and capable, proactive steps are needed to preserve academic and learning integrity. This article will explore tangible strategies educators can apply to their unique program and course contexts. Only slight adjustments may be necessary to support learning processes and capture evidence of learning, as changes will build upon the excellent work that is already occurring.

Initially, the focus in HE was on understanding the potential impact these tools would have on teaching and learning. Awareness of GenAI capabilities, limitations, and risks has been acknowledged with great care. Today, the tools are now being tested, and educators are envisioning how to use them for various purposes (e.g., productivity, creativity). Integration of these tools has begun with the aim of supplementing and enhancing human learning. As we move forward, concerns with regard to academic and learning integrity become increasingly prominent.

Meet Agentic AI

Recently, I had the opportunity to attend the Quality Matters Quality in Action conference, where I attended the session Ensuring Academic Integrity and Quality Course Design in the Age of AI. The presenter Robert Gibson, Director of Instructional Design at WSU Tech, shared about an Artificial Intelligence (AI) innovation now available to the public (and our students)….meet Agentic AI!

Your new Agentic AI assistant no longer requires you to be an expert prompt engineer. These tools are designed to achieve specific and clear goals with minimal human supervision or oversight. Engagement in complex reasoning, decision making, problem solving, learning from new information, and adapting to environments can occur autonomously (Gibson, 2025; Schroeder, 2025; Marr, 2025). These new Agentic AIs can even work together to form what is known as an Orchestrated AI. Think of this as an AI team working collaboratively to accomplish complex tasks. Agentic AI has already demonstrated the capability to create and complete online courses. What does this mean for Higher Education?

Now more than ever, we need to come together to collectively reinforce academic and learning integrity in online and hybrid courses. Preserving the quality of our institutional products and credentials is essential. Equally important are the students who will apply their OSU-acquired knowledge and skills in the real world. The time to be proactive is now.

Where and how should I start?

A good starting point is to evaluate assessments that AI can complete. Running an assignment through a GenAI tool to see if it can complete the task, with relative accuracy, can produce helpful insights. Next, consider modifications to pedagogical approaches and assessment methods. The goal is to design assessments to produce and capture evidence that learning is taking place. This could include assessments that are process-oriented, focus on skill mastery, are personalized, incorporate visual demonstrations (e.g., video), and/or integrate real-time engagement (Gibson, 2025).

What might a reimagined activity look like?

For example, let us say an instructor uses case-based learning in their course, and small groups discuss real-world scenarios on a discussion board. This activity could be reimagined by having students meet virtually and record their discussion. During their real-time interaction, they examine a real-world scenario, identify associated evidence, present examples, and share their lived experiences. This would be similar to how students conduct group presentations currently. This approach could be enhanced by shifting the focus to the learning process, such as arriving at ideas and cultivating perspectives (i.e., learning, growth, development). This would be in lieu of having students find a right or wrong answer (Gibson, 2025). This approach encourages students to engage substantively, co-construct knowledge, and work together to demonstrate learning. After participating in the activity, each student could create an individual video presentation to synthesize their learning. A synthesis video could include discussing their initial perspectives (Where did I start? – prior knowledge activation), how those initial perspectives evolved (What was my cognitive process? – metacognition), what new knowledge is needed (gap analysis), and how my perspectives and knowledge change (learning reflection). This method reinforces academic and learning integrity by validating that students are learning and achieving outcomes (Bertram-Gallant, 2017).

Reflect! Take a moment to reflect on how you know that students are learning in your course(s). What evidence do you have?

While the potential for academic dishonesty cannot be entirely controlled, there should not be an assumption that students will use these tools in their coursework just because they are available. Take a moment to examine the Ecampus Research Unit’s research, “Student Perceptions of Generative AI Tools in Online Courses.” This research study explores online students’ perceptions, understanding, and use of GenAI tools. The study found that most students had not been using GenAI tools in their courses, but rather, they were primarily using GenAI tools within professional contexts. Students noted that they understood that using AI in their careers would be necessary. However, strong concerns were articulated around inaccuracies, biases, lack of reliability, propagation of misinformation, and that the use of the tools is not in alignment with their personal values and ethics. (Dello Stritto, M, Underhill, G. and Aguiar, N., 2024). 

How can academic and learning integrity be reinforced?

Educators can foster academic integrity in a way that drives students’ internal motivation, self-determination, and desire to demonstrate their learning because they value the work they are doing. A multifaceted developmental approach that fosters a culture of academic integrity using various strategies in concert with one another is key (Bertram-Gallant, 2025), as no single approach can serve as a definitive solution.

  • Integrity teaching – Taking on the role of an active guide during course delivery and meeting students where they are developmentally is essential. This may include teaching students how to engage in critical thinking around the use of AI tools, connect the value of academic and learning integrity to their future profession, how to make well-informed decisions, and how to leverage metacognitive strategies when engaging with AI.
  • Integrity messaging – This approach is one that can be most effective if holistically integrated into a course. The content communicates that integrity, values, and ethics are normative within the course and will be held at the forefront of the learning community. Staged and timed messaging can be most helpful when targeted at different points in a course and as the complexity of academic work increases.
  • Transformative real time experiential learning – Transformative experiential learning involves designing opportunities that generate new ideas for action, which can be applied to other experiences. These activities may include, but are not limited to, service learning, internships, hands-on collaborative activities (e.g., role play, point-counterpoint discussions), and demonstrations. By focusing on real-time engagement, this approach demonstrates learning and thereby reinforces academic and learning integrity.
  • Deep learning –  Learning opportunities focused on skill mastery and demonstration through staged attempts. This approach may necessitate a pedagogical shift focusing on development and growth (Bertram-Gallant, 2025).

Agentic AI brings exciting opportunities for the world but tangible challenges for HE. By intentionally designing assessments that lead students to demonstrate evidence of their learning and using facilitation strategies that foster a culture of academic integrity, we can harness the potential of AI to supplement learning. What is the end goal? To ensure that educational opportunities are designed to preserve and enhance learners’ critical skills and knowledge needed to thrive in their professional pursuits. Will you accept this challenge?

Ecampus Artificial Intelligence Tools Resource Inventory

  • Trying to decide when and how to incorporate AI into your work? Take a look at the AI Decision Tree!
  • Need a few quick, practical strategies to get started? These recommendations aim to improve learning for both teachers and students.
  • Are you ready to evaluate and enhance the resiliency (i.e., flexibility, adaptability) of your course within the context of AI? Check out the new The Course AI Resilience Tracker [CART] interactive tool. This interactive tool can help you reflect on various course elements and will share personalized resources to help you get started.
  • Review Bloom’s Taxonomy Revisited to explore how to emphasize distinctive human skills and/or integrate AI tools to supplement the learning process.
  • Explore our AI Assessment Examples Library for assessment ideas designed to incorporate AI tools and strategies in your course and/or create more human-centric assessments.

Sources

About the Author

Connect with Ashlee! Email | Linkedin

Ashlee M. C. Foster, MSEd, is a seasoned Instructional Designer with the Oregon State University Ecampus Course Development and Training Team. With a profound commitment to supporting faculty and students in online teaching and learning, Ashlee’s mission is to design high-quality and innovative educational opportunities that foster transformational learning, development, and growth. Ashlee’s learning design approaches are grounded in research-based insights, foundational learning theories, and the thoughtful integration of industry-led practices. This ensures that each educational experience is not only effective but also engaging and relevant.

The Other AI – Fostering Academic Integrity in Online Courses

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This image is part of the Transformation Projects at the Ars Electronica Kepler's Garden at the JUK. The installation AI Truth Machine deals with the chances and challenges of finding truth through a machine.

All the buzz recently has been about Generative AI, and for good reason. These new tools are reshaping the way we learn and work. Within the many conversations about Artificial Intelligence in Higher Ed a common thread has been appearing regarding the other AI–Academic Integrity. Creating and maintaining academic integrity in online courses is a crucial part of quality online education. It ensures that learners are held to ethical standards and encourages a fair, honest, and respectful learning environment. Here are some strategies to promote academic integrity and foster a culture of ethical behavior throughout your online courses, even in the age of generative AI.

Create an Academic Integrity Plan

Having a clear academic integrity plan is essential for any course. Create an instructor-only page within your course that details a clear strategy for maintaining academic integrity. This plan might include a schedule for revising exam question banks to prevent cheating, as well as specific measures to detect and address academic dishonesty (plagiarism or proctoring software). In this guide, make note of other assignments or places in the course where academic integrity is mentioned (in the syllabus and/or particular assignments), so these pages can be easily located and updated as needed. By having a plan, you can ensure a consistent approach across the course.

Exemplify Integrity Throughout the Course

It is important to weave academic integrity into the fabric of your course. Begin by introducing the concept in your Start Here module. Provide an overview of what integrity means in your course, including specific examples of acceptable and unacceptable behavior. This sets the tone for the rest of the course and establishes clear expectations. On this page, you might:

  • Offer resources and educational materials on academic integrity for learners, such as guides on proper citation and paraphrasing.
  • Include definitions of academic dishonesty, such as plagiarism, cheating, and falsification.
  • Provide guidance on how learners might use generative AI within the class, including what is and is not considered acceptable.
  • Add scenarios or case studies that allow learners to discuss and understand academic integrity issues, specifically related to the use of generative AI.
  • Connect academic integrity with ethical behavior in the larger field.
  • Provide a place for learners to reflect on what it means for them to participate in the course in a way that maximizes their learning while maintaining academic integrity.

Throughout the course, continue to reinforce these ideas. Reminders about academic integrity can be integrated into various lessons and modules. By articulating the integrity expectations at the activity and assignment level, you provide learners with a deeper understanding of how these principles apply to their work. 

Set Clear Expectations for Assignments

When designing assignments, it is important to be explicit about your expectations for academic integrity. Outline what learners should and should not do when completing the task. For instance, if you do not want them to collaborate on a particular assignment, state that clearly. Provide examples and resources to guide learners on how to properly cite sources or avoid plagiarism. Be specific with your expectations and share why you have specific policies in place. For instance, if you want to discourage the use of generative AI in particular assignments, call out the ways it can and cannot be used. As an example, you might tell learners they can use generative AI to help form an outline or check their grammar in their finished assignment, but not to generate the body text. Share the purpose behind the policy, in this case it might be something about how a writing assignment is their opportunity to synthesize their learning and cement specific course concepts. This kind of transparency shows respect for the tools and the learning process, while also clearly outlining for learners what is acceptable.

Encourage Conversations About Integrity

Creating opportunities for learners to engage in discussions about academic integrity can help solidify these concepts in their minds. You can incorporate forums or discussion boards where learners can share their thoughts and experiences related to integrity. This also gives them a chance to ask questions and seek clarification on any concerns they may have. Encourage open dialogue between instructors and learners regarding academic integrity and any related concerns. These conversations can also extend beyond the classroom, exploring how integrity applies in your field or career paths. By connecting academic integrity to real-world scenarios, you help learners understand its relevance and importance in their professional lives.

Foster a Supportive Learning Environment

A supportive learning environment can help reinforce academic integrity by making learners feel comfortable asking questions and seeking guidance. Offer resources like definitions, guides, or access to mentors who can provide additional support. When learners know they have access to help, they are more likely to adhere to integrity standards. With generative AI in the learning landscape, we will inevitably encounter more “gray areas” in academic integrity. Be honest with your learners about your concerns and your hopes. Being open to conversations can only enhance the learning experience and the integrity in your courses.

We all play a role in cultivating a culture of academic integrity in online courses. By documenting a clear plan, weaving integrity into the course content, setting clear expectations, encouraging conversations, and providing support, you can create an environment where honesty and ethical behavior are valued and upheld. This not only benefits learners during their academic journey but also helps them develop skills and values that will serve them well in their future careers.

Ten Course Design Strategies to Minimize Cheating

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One of the most common questions I get as an Instructional Designer is, “How do I prevent cheating in my online course?” Instructors are looking for detection strategies and often punitive measures to catch, report, and punish academic cheaters. Their concerns are understandable—searching Google for the phrase “take my test for me,” returns pages and pages of results from services with names like “Online Class Hero” and “Noneedtostudy.com” that promise to use “American Experts” to help pass your course with “flying grades.” 1 But by focusing only on what detection measures we can implement and the means and methods by which students are cheating, we are asking the wrong questions. Instead let’s consider what we can do to understand why students cheat, and how careful course and assessment design might reduce their motivation to do so.

A new study published in Computers & Education identified five specified themes in analyzing the reasons students provided when seeking help from contract cheating services (Amigud & Lancaster, 2019):

  • Academic Aptitude – “Please teach me how to write an essay.”
  • Perseverance – “I can’t look at it anymore.”
  • Personal Issues – “I have such a bad migraine.”
  • Competing Objectives – “I work so I don’t have time.”
  • Self-Discipline – “I procrastinated until today.”

Their results showed that students don’t begin a course with the intention of academic misconduct. Rather, they reach a point, often after initially attempting the work, when the perception of pressures, lack of skills, or lack of resources removes their will to complete the course themselves. Online students may be more likely to have external obligations and involvement in non-academic activities. According to a 2016 study, a significant majority of online students are often juggling other obligations, including raising children and working while earning their degrees (Clinefelter & Aslanian, 2016).

While issues with cheating are never going to be completely eliminated, several strategies have emerged in recent research that focus on reducing cheating from a lens of design rather than one of punishment. Here are ten of my favorite approaches that speak to the justifications identified by students that led to cheating:

  1. Make sure that students are aware of academic support services (Yu, Glanzer, Johnson, Sriram, & Moore, 2018). Oregon State, like many universities, offers writing help, subject-area tutors and for Ecampus students, a Student Success team that can help identify resources and provide coaching on academic skills. Encourage students, leading up to exams or big assessment projects, to reach out during online office hours or via email if they feel they need assistance.
  2. Have students create study guides as a precursor assignment to an exam—perhaps using online tools to create mindmaps or flashcards. Students who are better prepared for assessments have a reduced incentive to cheat. Study guides can be a non-graded activity, like a game or practice quiz, or provided as a learning resource.
  3. Ensure that students understand the benefits of producing their own work and that the assessment is designed to help them develop and demonstrate subject knowledge (Lancaster & Clarke, 2015). Clarify for students the relevance of a particular assessment and how it relates to the weekly and larger course learning outcomes.
  4. Provide examples of work that meets your expectations along with specific evaluation criteria. Students need to understand how they are being graded and be able to judge the quality of their own work. A student feeling in the dark about what is expected from them may be more likely to turn to outside help.
  5. Provide students with opportunities throughout the course to participate in activities, such as discussions and assignments, that will prepare them for summative assessments (Morris, 2018).
  6. Allow students to use external sources of information while taking tests. Assessments in which students are allowed to leverage the materials they have learned from to construct a response do a better job of assessing higher order learning. Memorizing and repeating information is rarely what we hope students to achieve at the end of instruction.
  7. Introduce alternative forms of assessment. Creative instructors can design learning activities that require students to develop a deeper understanding and take on more challenging assignments. Examples of these include recorded presentations, debates, case studies, portfolios, and research projects.
  8. Rather than a large summative exam at the end of a course, focus on more frequent smaller, formative assessments (Lancaster & Clarke, 2015). Provide students with an ongoing opportunity to demonstrate their knowledge without the pressure introduced by a final exam that accounts for a substantial portion of their grade.
  9. Create a course environment that is safe to make and learn from mistakes. Build into a course non-graded activities in which students can practice the skills they will need to demonstrate during an exam.
  10. Build a relationship with students. When instructors are responsive to student questions, provide substantive feedback throughout a course and find other ways to interact with students — they are less likely to cheat. It matters if students believe an instructor cares about them (Bluestein, 2015).

No single strategy is guaranteed to immunize your course against the possibility that a student will use some form of cheating. Almost any type of assignment can be purchased quickly online. The goal of any assessment should be to ensure that students have met the learning outcomes—not to see if we can catch them cheating. Instead, focus on understanding pressures a student might face to succeed in a course, and the obstacles they could encounter in doing so. Work hard to connect with your students during course delivery and humanize the experience of learning online. Thoughtful design strategies, those that prioritize supporting student academic progress, can alleviate the conditions that lead to academic integrity issues.

1 This search was suggested by an article published in the New England Board of Higher Education on cheating in online programs. (Berkey & Halfond, 2015)

References

Amigud, A., & Lancaster, T. (2019). 246 reasons to cheat: An analysis of students’ reasons for seeking to outsource academic work. Computers & Education, 134, 98–107. https://doi.org/10.1016/j.compedu.2019.01.017

Berkey, D., & Halfond, J. (2015). Cheating, student authentication and proctoring in online programs.

Bluestein, S. A. (2015). Connecting Student-Faculty Interaction to Academic Dishonesty. Community College Journal of Research and Practice, 39(2), 179–191. https://doi.org/10.1080/10668926.2013.848176

Clinefelter, D. D. L., & Aslanian, C. B. (2016). Comprehensive Data on Demands and Preferences. 60.

Lancaster, T., & Clarke, R. (2015). Contract Cheating: The Outsourcing of Assessed Student Work. In T. A. Bretag (Ed.), Handbook of Academic Integrity (pp. 1–14). https://doi.org/10.1007/978-981-287-079-7_17-1

Morris, E. J. (2018). Academic integrity matters: five considerations for addressing contract cheating. International Journal for Educational Integrity, 14(1), 15. https://doi.org/10.1007/s40979-018-0038-5

Yu, H., Glanzer, P. L., Johnson, B. R., Sriram, R., & Moore, B. (2018). Why College Students Cheat: A Conceptual Model of Five Factors. The Review of Higher Education, 41(4), 549–576. https://doi.org/10.1353/rhe.2018.0025