Examining AI Ethics in Writing: Addressing Plagiarism, Bias, and the Future of Academic Integrity
The Impact of Artificial Intelligence in Kazakhstan’s Higher Education
In Kazakhstan’s universities, a significant shift is occurring—not through political movements or economic changes, but through the influence of artificial intelligence (AI). While advanced technologies like AI tools are becoming more accessible to students, the conversation has evolved from whether these tools should be used to how they can be used effectively and ethically.
AI in Educational Spaces
Students across Kazakhstan are utilizing AI resources such as ChatGPT, Grammarly, and QuillBot to enhance their writing abilities. These tools serve various purposes, ranging from offering basic editing assistance to generating entire essays. With these resources at their fingertips, the debate is no longer about the appropriateness of AI in educational settings but rather how to implement them responsibly.
The Promise for Multilingual Learners
AI has the potential to significantly enrich the academic experience, particularly for multilingual learners who must navigate writing tasks in Kazakh, Russian, and English. AI can provide instant, tailored feedback that helps these students tackle language challenges effectively. However, this benefits comes with risks, particularly in areas like plagiarism and the potential for bias embedded in AI technologies.
Understanding Plagiarism in the Age of AI
Plagiarism has been a longstanding concern in education, but the advent of AI poses new questions about what constitutes unethical practices. Traditionally, plagiarism involves copying someone else’s work without acknowledgment. However, when a student utilizes an AI model to write an essay and submits it, the definition becomes less clear. Is this plagiarism, particularly if the content is revised or only used as a structural aid?
This shift points to a pedagogical issue rather than a purely academic one. Students who rely on AI to perform their academic duties miss out on critical learning experiences—such as thinking, synthesizing information, and analyzing content. Therefore, universities in Kazakhstan must update their academic integrity policies to reflect the nuances of AI usage. Not all AI involvement is cheating; the intent behind its use and the clarity in disclosing AI assistance are vital considerations.
Navigating Uncertainty in AI Use
Many students understand that copying AI-generated text constitutes cheating. However, they often feel uncertain about their institution’s specific policies regarding AI. This uncertainty is compounded by inconsistencies between professors; some may encourage using AI for brainstorming, while others may ban it altogether.
To address this ambiguity, universities should look to international examples where transparent guidelines and citation practices for AI-generated content have been established. A punitive-only approach is insufficient. Instead, institutions should aim to foster a culture that emphasizes the importance of originality and authorship while teaching students the writing process as a critical thinking exercise.
The Biases of AI Technology
Another pressing ethical concern is the bias inherent in AI systems. Many people incorrectly assume that AI is neutral because it operates based on algorithms. In reality, AI tools are often trained on data sets that are predominantly in English and derived from Western sources, which can embed cultural assumptions into their outputs.
This bias creates two main issues for students—first, there is a risk that reliance on AI can promote a narrow view of scholarly practices that overlook local knowledge systems in Kazakhstan. Writing generated by AI may favor linear, Western argument structures and citation practices, potentially stifling the development of a unique academic voice that reflects regional perspectives.
Additionally, students from rural backgrounds or those primarily using Kazakh or Russian languages may find that AI tools perform better in English. This disparity can widen existing educational inequalities, favoring those who are already fluent in English over their peers.
Promoting Ethical Leadership and Training
Kazakhstan’s universities have a unique opportunity to lead in this arena, capitalizing on their multicultural and multilingual landscape. Creating AI policies that reflect local needs involves revising academic integrity guidelines and training both students and faculty on the responsible use of AI technologies.
Institutions could benefit from organizing workshops on ethical AI use, developing standardized practices for disclosing and citing AI assistance, and embedding discussions on digital ethics into the curriculum. Banning AI in classrooms is impracticable; instead, a focused discussion on how AI shapes learning can prove beneficial.
Encouraging originality and critical inquiry, alongside viewing writing as a process of thought rather than merely a product, is crucial. AI should serve as a support for learning rather than a replacement for it. It’s essential that principles of fairness, equity, and intellectual honesty remain pivotal in education.
