2026/01/03 by Som Nath Ghimire, Raj Kumar Baral, Upaj Bhattarai · 1 voice
Psychology · Computer Science · Decision Sciences · #Educational and Psychological Assessments #Intelligent Tutoring Systems and Adaptive Learning #Psychometric Methodologies and Testing
paper · doi:10.1080/10494820.2025.2611124
openalex publication_date 2026/01/03 · openalex created_date 2026/01/04 · openalex updated_date 2026/07/23
The increasing use of generative artificial intelligence (GenAI) technologies by students in assessment practices has drawn considerable attention in higher education (HE). This paper examines how HE students in Nepal perceive and experience GenAI use in assessment practices and how they associate its impacts with academic integrity, originality of student work, and assessment validity. Based on a longitudinal design, this study employed semi-structured interviews to generate the overall study data. Our findings showed that, while Nepali HE students appreciated the wide-ranging capabilities of GenAI, their justification of self-assumed frameworks and denial to acknowledge GenAI use in their work produced more concerning findings. In particular, as these students’ conceptions of GenAI emerged, how they subjectively drew ethical frameworks for GenAI use and their false impressions that text prompts and modifications of GenAI’s resulting outputs could retain the creative and intellectual values of their work threatened traditional notions of academic integrity and originality. Further, how they overestimated GenAI capabilities for reducing cognitive loads undermined the core visions of HE assessment systems. Our findings contribute to the practical understanding that urgent policy interventions and GenAI literacy programmes are required to motivate thoughtful, responsible, and transparent GenAI use for effective assessment practices in HE.