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BRIEF RESEARCH REPORT article
Front. Commun.
Sec. Culture and Communication
Volume 10 - 2025 | doi: 10.3389/fcomm.2025.1544430
This article is part of the Research TopicTeaching and Assessing with AI: Teaching Ideas, Research, and ReflectionsView all 3 articles
RESEARCH-AI: Communicating Academic Honesty
Provisionally accepted- 1Penn State Erie, The Behrend College, Erie, United States
- 2The Pennsylvania State University (PSU), University Park, Pennsylvania, United States
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This manuscript aligns with the scope of the "Research-AI" category (short research report) and the special issue's focus on generative AI in educational settings. It presents findings from a mixed-methods study exploring faculty communication strategies in addressing academic integrity issues related to generative AI (GenAI). By analyzing classroom-based scenarios, it advances understanding of the shifting teacherstudent communication dynamics prompted by GenAI adoption. The study identifies the challenges educators face, including maintaining academic integrity, fostering trust, and navigating ethical complexities in assessment, while proposing evidence-based strategies for addressing these issues. Our work directly addresses the journal's aims of presenting actionable research and pedagogical agendas that enhance teaching and assessment practices in the context of GenAI.
Keywords: Chuhao Wu: Writing -original draft, Writing -review & editing. Sarah Zipf: Writing -original draft, Writing -review & editing Writing -original draft, Writing -review & editing Generative AI, academic integrity, Instructor communication, higher education, faculty student trust Data availability statement generative AI
Received: 12 Dec 2024; Accepted: 11 Apr 2025.
Copyright: © 2025 Petricini, Zipf and Wu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Tiffany Petricini, Penn State Erie, The Behrend College, Erie, United States
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.