Ethical AI Navigation: UIN Bukittinggi Partners Malaysian Varsities to Set New "Compass" for Learning
BANGI — The rapid rise of generative artificial intelligence (GenAI) tools like ChatGPT and Claude has swept through Southeast Asian universities, upending traditional academic practices. While these platforms offer unprecedented efficiency in sourcing references and drafting text, Islamic higher education institutions now find themselves navigating a tricky ethical and pedagogical dilemma.
In Academic Writing classrooms, final-year students have been swift to adopt digital tools. Educators, meanwhile, are left scrambling to draw the line between digital assistance and the erosion of academic integrity.
This gap in technological adaptation prompted a cross-border research project led by Dr Veni Roza from Universitas Islam Negeri (UIN) Bukittinggi, alongside her research team. The initiative aims to map out these dynamics and forge comprehensive solutions across leading Islamic universities in Malaysia.
Commitment from Selangor
The fieldwork kicked off with an official visit to Universiti Islam Selangor (UIS) in Bangi, Selangor, where the international research team was received by the Dean of the Faculty of Education, Dr Sapie.
Dr Sapie pledged the faculty's full support in facilitating the study's data collection. He highlighted the importance of collaboration among Islamic educational institutions across the Malay archipelago to establish responsive pedagogical frameworks without compromising Islamic moral values.
The researchers conducted in-depth interviews with faculty members, including English language and communication lecturers Suziana and Shila, who teach diploma and degree programs.
The sessions revealed deep concerns among staff over how to manage the widespread use of GenAI by students.
The impact has been particularly pronounced in Academic Writing courses for final-year students working on their undergraduate theses, where AI integration has dramatically reshaped the assessment landscape.
"Students are far more agile and adaptive in using AI," said a member of Dr Veni Roza’s research team. "Meanwhile, lecturers are feeling overwhelmed because there is no official training or curriculum from university authorities for AI adoption."
Assessment tools and upcoming handbook
To address immediate challenges on the ground, the research team introduced and tested AI-checking software with UIS lecturers. The brief training session aimed to equip staff with objective tools to detect synthetic text and fabrication in student submissions.
The technical features and operational guidelines of these monitoring tools will be integrated into the final output of the project: a comprehensive handbook on AI usage for students and academics across Islamic Higher Education Institutions (IHEIs).
Discussions at USIM
The team later carried their data-gathering efforts to Universiti Sains Islam Malaysia (USIM) in Nilai, Negeri Sembilan. The public university served as the second site for analyzing the phenomenon within a state university setting.
At USIM, activities centered on an interactive Focus Group Discussion (FGD) with English language academics, including faculty members Syakira, Ummi, and Fatin.
The discussion underscored that the challenge posed by GenAI extends far beyond academic dishonesty and plagiarism—it marks a fundamental shift in the epistemology of language learning.
Educators, the participants noted, are no longer just evaluators of authenticity; they must act as ethical navigators who guide students to use AI critically, analytically, and responsibly.
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| Dr. Veni Roza |
Through this cross-border study, the upcoming handbook is envisioned as a new compass for Islamic higher education institutions in Southeast Asia, helping them balance rapid technological advances with scholarly integrity. [IRWANDI]
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