HIGHER EDUCATIONAL INSTITUTIONS STUDENTS CO-CONSTRUCTING ACADEMIC INTEGRITY IN JAMAICA IN THE AGE OF ARTIFICIAL INTELIGENCE
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Abstract
This study investigated the perceptions of Jamaican higher education (HE) students regarding the development of artificial intelligence (AI) policies, and identified key elements deemed essential for effective regulation. Employing a quantitative approach framed by social constructivism and the Technology Acceptance Model (TAM), data were gathered from a proportionally stratified sample of 636 students across three institutions. Determined by a priori power analysis, the sample was recruited via a non-probability, off-campus strategy. Data analysis involved descriptive and inferential statistics with strict adherence to ethical protocols. The findings revealed a paradox: while students are overwhelmingly positive about AI’s potential, this optimism is critically undermined by their deep frustration with being excluded from policy development. This creates a perspective of dissonance, wherein students see an urgent need for governance but feel alienated by a top-down institutional approach. This research further indicates that students prioritize foundational, principle-based frameworks, such as mandatory faculty training and clear ethical guidelines, over granular, task-specific rules. They advocate a holistic overhaul of assessment methods, viewing various strategies as an interconnected package of reforms essential for maintaining academic integrity. This study provides critical, evidence-based insights for crafting AI policies that are not only effective but also legitimate, underscoring the necessity of a student-centric participatory approach to bridge the current governance gap and foster widespread acceptance within Jamaican HEIs.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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