# Large Language Models in Computer Science Classrooms: Ethical Challenges and Strategic Solutions
## 5 Tools and Strategies for Ensuring Academic Integrity
### Encouraging Academic Integrity
[10] have provided an in-depth review of the ethical challenges posed by generative AI technologies, emphasizing key concerns such as privacy violations, data protection, misinformation, and societal inequalities. The ability of these tools to produce convincing deepfakes and synthetic media threatens trust, truth, and democratic values, highlighting the critical need for ethical governance. Their study focused on the risks the GenAI poses to educational integrity, particularly regarding plagiarism and the erosion of academic standards, as AI-generated work can closely mimic human output. To address these concerns, the authors advocated for proactive policies and interdisciplinary collaboration to establish frameworks prioritizing fairness, transparency, and equity. They also proposed the development of robust detection methods to distinguish between human- and AI-generated content, alongside strategies to mitigate the risks while fostering responsible AI development. In education, the integration of generative AI presents both opportunities and challenges. [PERSON] et al. stressed the potential harm of over-reliance on AI tools in learning environments, which could undermine critical thinking and problem-solving skills among students. They emphasized the urgency of updating integrity policies, creating assessments that truly reflect student understanding, and embedding ethical considerations into curricula. Their study highlights the importance of comprehensive training programs for educators and students, collaboration with AI developers to align technologies with educational goals, and fostering awareness of AI's societal impacts. Through implementing these measures, institutions can ensure that AI enhances learning while maintaining academic integrity and preparing students for the ethical challenges of an AI-driven future. [PERSON] et al. [42] investigated an online university in Pakistan to determine the reasons for plagiarism conducted by students. They identified several factors: a deficiency in plagiarism education, ambiguous guidelines for citing sources, poorly trained educators, inadequate penalties for plagiarists, students' poor time management, fear of failure, lack of confidence, and a prevalent culture that accepts copying. They proposed a tri-fold solution, based on awareness, support, and prevention:  
**Awareness:** Train educators and educate students about plagiarism, its implications, university responses, and the correct ways to cite sources;  
**Support:** Assist students with their challenges and foster an environment where they can discuss their difficulties, thereby decreasing their likelihood to resort to copying;  
And **Prevention:** Universities should enforce clear anti-plagiarism regulations and ensure consistent penalties. If there are visible, strict repercussions for plagiarism, it might deter both students and educators. A common motivation for students to plagiarize is the belief that they will not be detected or that penalties are lenient. The educational efforts to reduce plagiarism have been considered in the study conducted by [PERSON] et al. [52]. They introduced the AEM program, which aims to enhance students' English proficiency, educate them about expected academic conduct, and discourage contract cheating. They illustrated how this program can assist in lowering overall plagiarism levels. Moreover, they showed how 'fingerprints' of a writing style can be used to cross-check submissions for plagiarism. [PERSON] and [PERSON] [72] have extended the Theory of Planned Behavior (TPB) [9] to understand the factors leading to plagiarism, replacing the traditional concept of perceivedbehavioral control with a measure of information and communication technologies (ICT). Using a survey of 588 university students and subsequent analysis via partial least squares structural equation modeling, their findings revealed that attitude, information literacy, moral obligation, and past behaviors were significant predictors of intent to plagiarize.