Obstetric artificial intelligence changes the criteria of academic integrity

A number of academics emphasized that the increasing use of obstetric artificial intelligence in academic circles has produced fundamental questions about its impact on academic integrity and the reliability of assessments.

They stated that these technologies provide opportunities for teachers to accelerate the correction process and analyze the quality of students’ performance on the one hand, and allow students to produce academic content easily that may not reflect their actual level on the other hand.

They told “Emirates Today”: “With the variation of the quality of the tools of artificial intelligence between free and paid, concerns about justice and transparency in the assessments are increasing, which requires educational institutions to search for strategies that ensure a balance between benefiting from technological developments and maintaining the standards of academic integrity.”.

Integrity assessments

Dr. Hamdan Al -Saadi, a professor of education and academic evaluation, told “Emirates Today”: “With the spread of obstetric artificial intelligence, academic institutions have become a major challenge in preserving the integrity of the assessments, and scientific qualifications must reflect the real capabilities of students, and any defect in evaluation methods may lead to the granting of unprofitable certificates, which threatens the reputation of educational institutions and the credibility of graduates in the labor market.”

He stated: “Today we face students who can, through a few clicks, produce articles and reports that required hours of research and writing, however, this technology itself can become an effective tool for teachers, as it allows them to correct business quickly and analyze the quality of performance based on accurate standards, and there is no doubt that the need has become urgent to develop innovative evaluation mechanisms that keep pace with this development without prejudice to the moral standards of education.

Answers and assessments

For his part, Dr. Stephen Glasgow – Vice President of Edinburgh Business College at the University of Heriot Wat Dubai sees: “Obstetric artificial intelligence is a revolution in the world of education, as it can provide answers and assessments of varying degrees of accuracy and quality. Free tools may produce content full of errors, while paid versions provide more accurate and rapprochement results with human responses.

He added: “But in the end, academic assessments were found to distinguish students according to their actual levels, and if these assessments are not protected from manipulation, they lose their basic value, this imposes on us two fundamental questions: How do we guarantee that the assessments reflect the true understanding of students? How do we guarantee that students trust the fairness of the assessments?”.

He said: “We have to adopt new educational strategies such as direct tests, individual presentations, and the evaluation that depends on critical thinking, which are difficult for artificial intelligence to completely emulate. Without developing new standards, it will become difficult to differentiate between distinguished students and their peers who use these tools without developing their real skills.

Student business evaluation

As for Dr. Laila Nasr El -Din, a professor of academic ethics, she said: “Incorporation of artificial intelligence in assessing students’ work raises great moral controversy, especially with regard to the privacy of data and transparency. When teachers enter students’ work into artificial intelligence systems to analyze and correct them, do they have prior approval from them? Is there clarity on how to store and use these data? ”

She added: “In light of the high costs of education, students expect that their work will be evaluated by academic experts, and not not clear algorithms. If these issues are not dealt with caution, excessive dependence on artificial intelligence may strip the educational process from its human dimension, which may affect the relationship between students and their professors.”

She emphasized: “The solution lies in the use of these technologies wisely, as auxiliary tools, not alternative, with a focus on building students’ basic skills, and enhancing their ability to deal with academic and professional challenges with confidence and independence.