Generative artificial intelligence (GenAI) is reshaping higher education, yet academic integrity in GenAI use remains insufficiently conceptualized, particularly in underrepresented and policy-evolving contexts. This study addresses that gap by developing a qualitative conceptual model of academic integrity in GenAI use in Palestinian higher education. Guided by constructivist grounded theory, the study drew on semi-structured interviews with 20 faculty members, three focus group discussions involving 23 faculty members, and analysis of 15 institutional and ministerial GenAI policy documents. The findings generated the Contextual Academic Integrity Chain Model of GenAI Use in Higher Education, which conceptualizes academic integrity as a multidimensional and context-sensitive construct shaped by six interrelated dimensions: human-centered academic integrity, transparent GenAI-mediated practice, pedagogical and epistemic academic integrity, governed and negotiated academic integrity, ethical safeguards, and equity-shaped academic integrity. The study’s novelty lies in moving beyond adoption, misconduct, and compliance narratives to re-conceptualize academic integrity as a negotiated academic, ethical, and governance issue. The model offers a contextually grounded framework for future research, policy, and practice.

Title

Journal of Academic Ethics

Publisher

Springer Nature

Publisher Country

Germany

Indexing

Thomson Reuters

Impact Factor

2.9

Publication Type

Both (Printed and Online)

Volume

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Year

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Pages

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