REFRAMING AI-ASSISTED PLAGIARISM IN HIGHER EDUCATION: A SEMI-SYSTEMATIC REVIEW OF PEDAGOGICAL, DISCIPLINARY, AND INSTITUTIONAL PERSPECTIVES


Authors

(1) * Mira Tania   (Universitas Bengkulu)  
        Indonesia
(2)  Cindy Amalia Mughni   (Student in Universitas Indonesia)
(*) Corresponding Author

Abstract


The rapid adoption of artificial intelligence (AI) based writing tools in higher education has intensified concerns regarding academic integrity, particularly AI-assisted plagiarism, commonly termed AI-giarism. Despite growing scholarly attention, existing research on AI-giarism remains fragmented, conceptually ambiguous, and methodologically limited, revealing a clear gap in integrative and theory-informed synthesis. Current studies predominantly rely on perception-based, cross-sectional designs and focus narrowly on student attitudes, with limited attention to disciplinary variation, pedagogical practice, and institutional policy alignment. Addressing this gap, this study presents a semi-systematic literature review of nine peer-reviewed and Scopus-indexed studies published between 2020 and 2025. The novelty of this review lies in its integrative analysis of conceptual definitions, methodological trends, disciplinary contexts, and institutional perspectives, positioning AI-giarism as a pedagogical and governance-related challenge rather than a purely technological or compliance issue. The findings inform a structured agenda for future research emphasising conceptual clarification, validated measurement, longitudinal inquiry, and policy-aligned ethical frameworks in higher education.



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