Generative Artificial Intelligence and Academic Assessment in Hispanic Philology Degrees within the Chinese-Speaking Context: New Challenges

The advent of artificial intelligence (AI), accompanied by the emergence of Generative Artificial Intelligence (GenAI), is shaping a critical transformation within the complex, post-pandemic educational landscape we currently navigate. With possibilities that were until recently unimaginable, GenAI holds the potential to redefine assessment methodologies by offering real-time, personalised corrections and pedagogical feedback. While its capacity to streamline and enhance evaluative practices is unparalleled, it also raises ethical concerns and challenges related to maintaining academic integrity, ensuring equity, and addressing human-centred conflicts. The integration of GenAI into assessment transcends traditional boundaries, opening new pathways for innovation while simultaneously demanding careful reflection on its implications within an educational context undergoing significant reconfiguration in the aftermath of the pandemic. Furthermore, this technological innovation introduces new opportunities for academic fraud and plagiarism. Students may readily exploit GenAI's capabilities to fabricate content or plagiarise assignments, posing an additional challenge for educators striving to uphold academic integrity. For Chinese-speaking students of Spanish as a Foreign Language (ELE) and, more specifically, those pursuing degrees in Hispanic Philology, this challenge becomes particularly pertinent in the context of drafting and defending final year projects (TFGs). This presentation will offer reflections on preserving the academic nature of assessment in the era of GenAI and will provide suggestions and recommendations for the effective and ethical use of this technology, maximising its potential to enhance learning and assessment within the classroom.