Thousands of university students in the UK have been caught misusing ChatGPT and other artificial intelligence tools in the past few years, while traditional forms of plagiarism have seen a significant decline, a Guardian investigation reveals. In 2023-24, there were almost 7,000 confirmed cases of cheating using AI tools, which is equivalent to 5.1 cases per 1,000 students. This is up from 1.6 cases per 1,000 students in the previous academic year. Preliminary data for the current academic year suggests that this number will increase to about 7.5 proven cases per 1,000 students.
In contrast, traditional plagiarism cases have been declining. In 2023-24, there were 15.2 cases per 1,000 students, a decrease from 19 cases per 1,000 students in the previous year. This downward trend is expected to continue with an estimated 8.5 cases per 1,000 students based on early figures from the current academic year.
This shift towards AI-aided cheating poses a rapidly evolving challenge for universities, as they struggle to adapt their assessment methods to these emerging technologies. Prior to the widespread availability of generative AI in 2019-20, plagiarism was the most common form of academic misconduct. However, the COVID-19 pandemic exacerbated plagiarism as assessments moved online. With more sophisticated and accessible AI tools, the landscape of cheating has changed.
The Guardian’s investigation, which requested data on proven academic misconduct cases from 155 universities under the Freedom of Information Act, reveals that only 131 institutions provided some data. Of these, 27% did not yet categorize AI misuse as a separate form of misconduct in 2023-24, signaling that the sector is still grappling with this issue.
The use of AI tools for academic assessments is widespread. A survey by the Higher Education Policy Institute found that 88% of students use AI for such purposes. However, detecting AI use is challenging, and AI-generated work has been submitted without detection in 94% of cases when tested by researchers at the University of Reading.
Educational institutions are faced with the dilemma of balancing the benefits and risks of integrating AI into teaching, learning, and assessment. While AI can enhance learning opportunities, universities must address the issue of cheating, which is often difficult to prove due to the nature of AI detection. There is concern that the focus on AI could sidetrack from fostering vital skills such as communication and collaboration that are not easily replicable by machines.
In response to these challenges, there are calls for universities to engage students in the assessment design process, explain the benefits of traditional learning, and encourage the development of skills that complement AI capabilities. Education authorities, including the UK’s science and technology secretary, have acknowledged the potential of AI to assist students with disabilities, recognizing both the opportunities and the risks of AI in the educational setting.
Source: https://www.theguardian.com/education/2025/jun/15/thousands-of-uk-university-students-caught-cheating-using-ai-artificial-intelligence-survey
