Students and Supervisors’ Perceptions on the Ethical Use of Artificial Intelligence in Master’s Dissertations at a Higher Education Institution in Lesotho

Developments in the 21st century include the widespread use of educational applications and artificial intelligence. While students quickly adapt to these changes, supervisors may take longer to adjust, thereby increasing the likelihood that students will engage in unethical artificial intelligence use without their supervisors’ awareness. This study identified the methods supervisors use to detect unethical use of artificial intelligence in master’s dissertations at Institution X and how they address it. The study utilised a qualitative approach, gathering data from 14 participants, comprising seven master's level supervisors and seven supervisees enrolled in a master’s programme. Thematic data analysis revealed that some supervisors were aware that students may not have authored their submissions, but they were unable to identify the legitimate authors. Furthermore, some supervisors were unaware whether their students had used artificial intelligence and had relied on their gut feeling to detect its use in their students’ submissions. Some students used artificial intelligence applications without fully understanding how they work, which resulted in limited learning. The findings of this study inform the use of artificial intelligence and the formulation of policy in higher education institutions. This study recommends that both students and supervisors be trained in the use of artificial intelligence and that institutions develop policies to regulate its broader use, including machine learning.