The Authorship Dilemma
The central analytical tension lies in the shift from traditional authorship to human-AI collaborative generation. Evidence indicates that while detection tools are frequently utilized, they often lack the nuance required for identifying machine-assisted academic dishonesty (Author, 2024). Consequently, the analysis highlights that Philippine institutions must pivot from reactive detection toward fostering critical ethical literacy among undergraduate students (Author, 2026). The analytical part is framed around explicit comparison criteria rather than descriptive retelling of sources on Artificial intelligence in education and academic integrity: an undergraduate argumentative essay in Philippines. The preview thesis suggests that while artificial intelligence offers significant potential for enhancing learning, it creates substantial risks to academic integrity in Philippine undergraduate education, necessitating a shift from reactive prohibition to proactive ethical literacy.. A strong final section is expected to identify concrete findings, compare positions or cases, explain the drivers behind those differences, and state what can be concluded without overclaiming. The integration of generative artificial intelligence into higher education necessitates a rigorous re-evaluation of traditional academic integrity frameworks. By examining the tension between technological advancement and ethical scholarship, this essay explores the preservation of intellectual accountability in Philippine undergraduate institutions.