Perceived Impacts of Artificial Intelligence on Academic Integrity in Higher Education in Sri Lanka: Perceptions of Teachers and Learners

Abstract

This study investigates perceived impacts of artificial intelligence (AI) on academic integrity in Sri Lankan higher education from the perspectives of both teachers and learners. Employing a mixedmethods explanatory sequential design, quantitative survey data from 350 participants across six universities were complemented by qualitative semi-structured interviews and focus group discussions. The study examined AI awareness, perceived usefulness, perceived risk, and academic integrity attitudes. Findings indicate that AI awareness and perceived risk positively predict academic integrity, while perceived usefulness exerts a negative influence when AI is viewed as a means to shortcut academic effort. Qualitative themes revealed concerns about plagiarism, originality, assessment credibility, and insufficient institutional support, alongside recognition of AI’s potential for enhancing learning efficiency and language support. The study calls for explicit institutional policies, ethical AI leadership, AI literacy integration, and assessment redesign in Sri Lankan higher education.