From Policing to Pedagogy
The explosion of generative artificial intelligence (AI) and its effect on homework and assessment is fundamentally changing the role and integrity of homework and assessments in education today. Traditional approaches that are based on prohibition and detection have been proven to be insufficient and often fail to consider the underlying pedagogical conditions that allow for misuse. This is an article that proposes a teacher-centered conceptual framework (the TEACH model) that reframes the problem of academic integrity as a problem in instructional design and not compliance. Grounded in social constructivism, self-determination theory, and formative assessment, the model incorporates five interconnected domains of task redesign, explicit AI literacy, assessment shift, classroom culture, and human-centered pedagogy. The article draws on recent literature about AI in education and goes further, also by making teachers a key agent in the design of learning ecosystems that foster genuine engagement. Particular attention is paid towards implementation in a resource constrained context. The article offers a theoretically grounded model, a practitioner-oriented guide and a policy brief making recommendations on the enabling conditions for a systemic adoption.