Fraud, Plagiarism, or Lack of Professional Ethics
DOI:
https://doi.org/10.37843/rted.v19i1.781
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Abstract
The emergence of generative artificial intelligence in higher education is redefining the boundaries between technological support, plagiarism, and academic fraud, particularly in the capstone projects undertaken within teacher education programs. This essay aimed to analyze a case involving the potential misuse of artificial intelligence in a professional report and, based on this analysis, to propose an instrument for assessing authenticity, methodological rigor, and ethical integrity in academic production. The study was grounded in the inductive method, employing an interpretive qualitative approach and a topical narrative design centered on case analysis. The analysis sought to identify textual cues associated with writing generated by language models and to cross-reference them against established criteria for academic integrity. The findings revealed the presence of non-existent references, recurring linguistic patterns, low auditability of the writing process, and a lack of triangulation, factors that triggered the warning indicators within the proposed assessment instrument. It was concluded that the undeclared use of artificial intelligence compromises professional ethics; consequently, there is a need to strengthen formative guidance and methodological supervision, as well as to establish institutional codes of conduct that regulate the use of AI from a preventive pedagogical perspective.
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