The impact of AI tools, such as ChatGPT, on concepts of plagiarism, originality and academic integrity in law school assessments

At present, the dynamic development of artificial intelligence (AI) language models such as ChatGPT has begun to play a significant role in education, shedding new light on many aspects of traditional academic education. One of the most critical issues that academia should first address is the matter of plagiarism and originality in student and academic works. This international research project focuses on the impact that AI tools have on academic standards in legal studies within the aforementioned scope, concentrating on ChatGPT. Its primary goal is to determine how the current understanding of plagiarism and originality remains relevant in the new reality (in two different legal systems) and, consequently, how universities should adapt to it.

The hypothesis assumes the existence of a significant difference in the perception of these tools between students and academic staff, which could have far-reaching consequences for the future of legal education. This matters a lot because if plagiarism or academic dishonesty is found in a law student’s or academic’s work, it could potentially lead to disciplinary actions, halting their academic progress, loss of respect in both academic and professional communities, and serious hurdles in their future legal or academic career. This really emphasizes the importance of having clear guidelines and ethical standards for using AI in legal education.

The project begins with a review of literature concerning the use of AI tools in education, as well as that relating to the issues of plagiarism and originality. We will analyze the educational policies of universities in Poland and England, which will allow for the capture of cultural and systemic differences in the approach to these issues. These countries represent two separate legal systems, while the challenge posed to academia by various AI tools is identical.

Then, by conducting surveys among students and lecturers, the researchers will attempt to determine whether there are differences, and if so what kind of differences, in the use of AI tools, the approach to the possibility of using them, and their impact on the works created by the academic community.

Focus groups constitute a key part of the project. This method aims to delve into individual experiences and opinions of participants concerning the use of available AI tools, which provide support for (or replace) independent writing of a text. While the surveys will help to determine what the respondents declare and what are their feelings related to using AI tools and their impact on the originality of works, our research in focus groups will allow to ascertain the consistency of these declarations with the actual behavior of the participants. Additionally, the goal of the focus groups is to show how the respondents (from different groups) use AI tools, which can provide “support” in writing academic texts.

The goal of the project is twofold, firstly to provide an assessment of the current state of affairs, in particular how AI tools have influenced the change in the concept of “originality” of work, and secondly, based on the obtained results, to formulate practical recommendations for academic and legal environments. By this, the project will provide support for the challenges associated with the growing presence of AI in education. We believe that the achieved result will help to balance the approaches of the enthusiasts and critics of new technologies by offering a levelled view on the role of AI tools in shaping the future of legal education, and provide best practices and guidance for other disciplines as well.