Generative AI and the assurance of academic integrity in the context of South American higher education

Purpose This study focused on addressing generative Artificial Intelligence (AI) as a technologically and economically accessible practice for the majority of individuals, from the perspective of a recent innovation whose use has become widespread, including within the academic sphere of higher education. Accordingly, the study sought to establish the boundaries between educational support and academic dishonesty, which can only be defined through regulatory frameworks that determine such limits. From this standpoint, it is anticipated that, upon reviewing the legislation of South American countries, it was found that there is no specific regulation concerning the assurance of academic integrity. Design/methodology/approach The methodology employed in the research followed this sequence: the study was grounded in the post-positivist paradigm, addressing the existing regulations governing the use of AI; it adopted a qualitative approach due to the argumentative nature of the work, with an explanatory scope that makes it possible to establish the boundaries between academic support and academic dishonesty; the research technique used was documentary research, and the instrument applied was the documentary review guide. Results The general objective was to analyze the relationship between the use of generative AI and emerging forms of academic dishonesty in higher education, which call into question the assurance of academic integrity. To achieve this, it was necessary to address the adequacy of institutional responses, including: national regulations, governmental regulations, institutional regulations of universities, assessment practices, and integrity mechanisms such as anti-plagiarism systems or AI detectors. Originality/value Generative AI is a technological phenomenon of recent origin, for which there is little or no regulation, thereby creating room for academic dishonesty through the irresponsible use of AI by students within their educational process. In South America, there is no specific legislation governing the use of AI in higher education; however, there are notions that may be applied analogously. The results of the research show that it is necessary to establish clear parameters on the subject.