AI-Generated Assignments: Lecturers’ Perspectives on Linguistic Integrity and Pedagogical Strategies in Higher Education

Abstract

The rapid proliferation of generative Artificial Intelligence (AI) tools in higher education has fundamentally reshaped academic writing practices while simultaneously raising serious concerns about academic and linguistic integrity. Within language education, this transformation creates a critical tension between technological efficiency and the preservation of authentic student learning. Addressing this emerging challenge, the present study investigates lecturers’ perspectives on AI generated assignments with particular attention to linguistic integrity and pedagogical responses in the TBI Study Program at Universitas Islam Negeri Sumatera Utara. Using a mixed methods design, the study combined a survey of 20 lecturers with semi structured interviews involving 10 purposively selected participants who regularly assess student assignments. Quantitative data were analyzed using descriptive statistics, while interview transcripts were examined through thematic analysis to identify patterns related to authenticity, assessment practices, and institutional support. The findings reveal that the majority of lecturers have encountered AI generated assignments that demonstrate high grammatical accuracy but frequently lack originality, critical engagement, and a recognizable student voice. Lecturers also reported growing concerns that excessive reliance on AI weakens students’ critical thinking and reflective learning processes. In response, educators employ strategies such as drafts, reflective commentaries, oral defenses, and multimodal assessments to emphasize learning processes rather than final products. The study also highlights the lack of clear institutional policies on AI use in assignments and shows how language educators navigate the tension between technological innovation and academic authenticity, informing the development of AI aware pedagogical frameworks and policies that safeguard linguistic integrity in higher education.

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