GENERATIVE ARTIFICIAL INTELLIGENCE AND ACADEMIC INTEGRITY IN NIGERIAN HIGHER EDUCATION: OPPORTUNITIES, CHALLENGES, AND POLICY IMPLICATIONS

Abstract

Generative Artificial Intelligence (GenAI) tools (e.g., ChatGPT, Jasper, Copilot) are reshaping Nigerian higher education, offering support for research and personalized learning while simultaneously raising concerns about plagiarism and weakened critical thinking. This study investigates the dual impact of GenAI on Nigerian university students and lecturers.

Using a mixed-method approach, data were collected from 350 students and 20 lecturers across universities in Ogun, Lagos, and Edo States. Findings reveal that 72% of students use GenAI for legitimate academic purposes like summarizing content, yet a significant 48% admit to using it for assignments without proper acknowledgment. Lecturers recognize AI's potential benefits but express serious concern over institutional unpreparedness and weak regulatory frameworks.

Guided by the Uses and Gratification Theory and Cognitive Dissonance Theory, the research highlights that student embrace GenAI for efficiency while navigating internal ethical conflicts. The study concludes that GenAI’s ultimate impact hinges on institutional policies, digital literacy, and ethical orientation. Major recommendations include integrating AI literacy into curricula, updating plagiarism detection methods, and establishing clear, cohesive policies through the National Universities Commission (NUC) to protect academic standards.