<![CDATA[The rapid expansion and integration of Artificial Intelligence (AI), particularly Generative AI and Large Language Models (LLMs), have fundamentally reshaped the landscape of higher and secondary education globally. This study critically analyzes the multifaceted influence of Artificial Intelligence on academic integrity, lecturers, teachers, and students. Utilizing a comprehensive mixed-methods approach, this research examines both the opportunities and ethical dilemmas introduced by AI tools in contemporary academic environments. The findings reveal that while AI technologies offer unprecedented capabilities in personalized learning, administrative efficiency, and research assistance, they simultaneously introduce severe threats to traditional notions of academic integrity through nuanced forms of digital plagiarism and unauthorized content generation. Lecturers and teachers face a dual burden: adapting pedagogical strategies and assessment models to stay relevant, while actively monitoring and mitigating academic dishonesty. For students, AI acts as a double-edged sword, fostering cognitive enhancement and self-directed learning on one side, while risking cognitive over-reliance, diminished critical thinking, and ethical ambiguity on the other. This study highlights the urgent necessity for educational institutions to establish dynamic policy frameworks, implement robust digital literacy programs, and redesign assessments to emphasize authentic, process-oriented learning over easily automated deliverables. Keywords: Artificial Intelligence, Academic Integrity, Lecturers, Teachers, Students, Generative AI, Higher Education.]]>
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