The introduction of tools that make the use of generative artificial intelligence (AI) more easily accessible has become cause for marvel as well as concern. Studies show an increase in cases suspecting academic fraud since the introduction of tools such as ChatGPT. While the use of generative AI may be helpful in the context of brainstorming, bug fixing and even content creating, it also forces us to rethink the way we assess in (higher) education.

The focal point in academic fraud policy shifts from detection to prevention. This demands a shift in the way students and lecturers work. The iterative cycle of informing – preventing – detecting – sanctioning can be applied to all aspects of education, using the spider’s web of curriculum development as donned by Van den Akker. From the way learning outcomes are formulated to the way students are assessed – fraud prevention should have a place in the entire learning process of the student. This way academic fraud can not only be prevented, but we teach our students to be professionals, critical thinkers who are able to put out authentic work, and who are able to use generative AI in an ethically responsible manner.

Keywords: Generative AI, academic fraud detection, academic fraud prevention, assessment, authentic work, ethical use of AI, lifelong learning, higher education.