Partners in Integrity: Students, Staff, and Third Spacers

Abstract

Generative AI (GenAI) has introduced new opportunities and challenges in higher education, influencing teaching, learning, and definitions of academic integrity. This study investigates how students, educators, and third-space professionals negotiate 'appropriate use'. Using constructivist grounded theory and dialogic inquiry, it examines how these stakeholders co-create norms that guide ethical and effective engagement with GenAI. Findings aim to support practical guidance, assessment design, and institutional policy.