<![CDATA[This study aims to critically analyze the disruption of generative artificial intelligence (GenAI) technologies on the academic integrity crisis among higher education students and to propose a new adaptive evaluation framework. The research methodology employed is library research with a critical study approach. Data collection was conducted through a systematic digital search protocol across indexed scientific databases for literature published between 2021 and 2026. The gathered secondary qualitative data were then analyzed using qualitative content analysis techniques. The results indicate a radical shift in how students utilize AI chatbots, mutating from tools for conceptual brainstorming (cognitive augmentation) into shortcuts for instant assignment completion (cognitive outsourcing). This phenomenon has triggered a new form of academic dishonesty termed "AI-giarism" and fostered moral neutralization techniques among students, exacerbated by a vacuum in formal institutional policies. Furthermore, the study reveals the total failure of technical enforcement instruments (AI detectors), which prove to be systematically biased against non-native English writers and highly vulnerable to simple text manipulation. As its core scholarly contribution, this paper pioneers the Authentic Evaluation & Adaptive-Ethical (EA2) Framework, which centers on process-based assessment, prompt literacy transparency, and micro-scale oral verification. This conceptual model shifts institutional focus from a punitive-technological stance toward a preventive-pedagogical approach to restore academic integrity in the era of artificial intelligence.]]>
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