Ying Ji
As GenAI tools become readily accessible and increasingly integrated into higher education teaching, learning, and assessment, significant concerns and debates have emerged about their implications for academic integrity. In this context, recent years have witnessed a rapidly expanding field of research on higher education student experiences, perceptions, attitudes, beliefs, concerns, or practices related to academic integrity in the use of GenAI. This scoping review maps this field by analysing 38 empirical studies on student voices on academic integrity in the use of GenAI. The review reveals a complex, dynamic landscape of student understandings, attitudes, perceptions, concerns, and practices regarding academic integrity in the use of GenAI in higher education. Overall, student voices on issues of academic integrity in using GenAI reveal their struggles, negotiations, and adaptations as they navigate an ethical ‘grey zone’. Students emerge not as passive recipients of GenAI technology or institutional policies, nor as culprits who breach academic integrity without ethical constraints, but as active agents who seek to interpret, adapt, and shape the ethical contours of GenAI use in their studies. Meanwhile, the gaps between students’ ethical awareness and their practices of compromising academic integrity, as well as their rationalisations of these gaps, are notable. Studies also show that student voices are shaped by intersecting demographic, psychological, and contextual factors, highlighting the need for differentiated policies and educational responses that recognise students as partners in developing and implementing policies and educational approaches to address the challenges of academic integrity entailed by GenAI.