Critical assessment of pedagogical integrity
The integration of AI necessitates a pivot from traditional monitoring to critical literacy and process-oriented assessment [3]. Evidence suggests that while technological bans remain ineffective, cultivating academic integrity through transparent pedagogical design supports better learning outcomes in the local context [2]. 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 South Africa. The preview thesis suggests that while artificial intelligence offers significant potential for enhancing undergraduate learning, it simultaneously undermines traditional assessment methods, necessitating a shift toward process-oriented academic integrity policies in South African higher education.. 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. Digital transformation in pedagogical landscapes necessitates a re-evaluation of ethical standards and student assessment practices. The integration of generative tools requires balancing technological innovation with the preservation of scholastic authenticity within diverse South African universities.