2408-9338Research result. Sociology and Management2408-933810.18413/2408-9338-2025-11-3-1-3.3894SOCIAL STRUCTURE, SOCIAL INSTITUTES AND PROCESSES<strong>Project learning as a resource for building student academic integrity in the AI age</strong><strong>Project learning as a resource for building student academic integrity in the AI age</strong>ChevtaevaNatalia ГеннадьевнаChevtaevaNataliaBobrovaOlga ВладимировнаBobrovaOlgaMakovkinaSvetlana АлександровнаMakovkinaSvetlanaTrofimovaOlga МихайловнаTrofimovaOlga202511300

The article analyzes the potential of project training associated with the implementation of such an important educational function of the university as the formation of the student&#39;s academic integrity. In the era when artificial intelligence (AI) is invading the educational process, the possibilities for its use in education are expanding. &nbsp;The results of the quantitative study confirm the willingness of the student community to keep up with this trend. In order to diagnose the capabilities and limitations of AI tools when performing project tasks, the authors conduct a qualitative analysis: a survey of &ldquo;participants&rdquo; in project training of the Ural Institute of Management &ndash;&nbsp;a Branch of RANEPA &ndash;&nbsp;students, teachers and AI itself (ChatGPT). An experiment method is also used, which allows the teacher to assess the quality of the project management case solution in two groups of students: one of which solved it independently, the second &ndash;&nbsp;using artificial intelligence. The analysis of qualitative research results enabled the authors to highlight the issue of the legalisation and ethical use of AI tools in project preparation and protection to the academic community. The mismatch of the value perception of the norms of academic honesty among the participants in the project training was highlighted. Students do not perceive a situation of unfair borrowing when ChatGPT responses are passed off as problematic; on the contrary, it appears to them as a kind of field for competition in ingenuity. Educators rely on their professionalism to highlight markers that allow them to diagnose content created by AI in preparation of a project, even if students do not declare it. The main &ldquo;culprit&rdquo; of the transformation of education &ndash;&nbsp;Ai (ChatGPT) insists on the introduction of transparency standards when using artificial intelligence tools in education, guided by the recommendations of ENA (European Network of Academic Integrity). The authors believe that the findings may encourage university management to legalise the use of AI tools in project learning, provided that all sources and tools influencing ideas or creating content are properly referenced.

The article analyzes the potential of project training associated with the implementation of such an important educational function of the university as the formation of the student&#39;s academic integrity. In the era when artificial intelligence (AI) is invading the educational process, the possibilities for its use in education are expanding. &nbsp;The results of the quantitative study confirm the willingness of the student community to keep up with this trend. In order to diagnose the capabilities and limitations of AI tools when performing project tasks, the authors conduct a qualitative analysis: a survey of &ldquo;participants&rdquo; in project training of the Ural Institute of Management &ndash;&nbsp;a Branch of RANEPA &ndash;&nbsp;students, teachers and AI itself (ChatGPT). An experiment method is also used, which allows the teacher to assess the quality of the project management case solution in two groups of students: one of which solved it independently, the second &ndash;&nbsp;using artificial intelligence. The analysis of qualitative research results enabled the authors to highlight the issue of the legalisation and ethical use of AI tools in project preparation and protection to the academic community. The mismatch of the value perception of the norms of academic honesty among the participants in the project training was highlighted. Students do not perceive a situation of unfair borrowing when ChatGPT responses are passed off as problematic; on the contrary, it appears to them as a kind of field for competition in ingenuity. Educators rely on their professionalism to highlight markers that allow them to diagnose content created by AI in preparation of a project, even if students do not declare it. The main &ldquo;culprit&rdquo; of the transformation of education &ndash;&nbsp;Ai (ChatGPT) insists on the introduction of transparency standards when using artificial intelligence tools in education, guided by the recommendations of ENA (European Network of Academic Integrity). The authors believe that the findings may encourage university management to legalise the use of AI tools in project learning, provided that all sources and tools influencing ideas or creating content are properly referenced.

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