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This paper presents a critical analysis of generative Artificial Intelligence(AI) detection tools in higher education assessments. The rapid advancement andwidespread adoption of generative AI, particularly in education, necessitates areevaluation of traditional academic integrity mechanisms. We explore theeffectiveness, vulnerabilities, and ethical implications of AI detection toolsin the context of preserving academic integrity. Our study synthesises insightsfrom various case studies, newspaper articles, and student testimonies toscrutinise the practical and philosophical challenges associated with AIdetection. We argue that the reliance on detection mechanisms is misalignedwith the educational landscape, where AI plays an increasingly widespread role.This paper advocates for a strategic shift towards robust assessment methodsand educational policies that embrace generative AI usage while ensuringacademic integrity and authenticity in assessments.

Contra generative AI detection in higher education assessments