Generative AI has become a given in our society in a very short time. This disruptive change forces us to rethink how we design our curricula and protect academic integrity in student work. After all, generative AI is able to create unique texts, images, audio and video with the press of a button. Checking work through plagiarism scanners no longer suffices. Still, the validity and reliability of assessments has to be guaranteed in order for examination boards to be able to fulfill their statutory task of issuing degree certificates.

We propose to shift the focus from ‘checking afterwards’ to preventing academic fraud during the student’s learning path. The pedagogical didactic model for the prevention of academic fraud provides a framework through which a robust and ‘AI-proof’ curriculum can be designed, in order to optimally facilitate students to deliver authentic work. The iterative cycle of informing – preventing – detecting – reporting– sanctioning can be applied to all aspects of education, using the spider’s web of curriculum development as done by Van den Akker (2003). This paper explores the design choices one can make.

Keywords: Pedagogical didactic framework for the prevention of academic fraud, Generative AI, academic fraud, protecting integrity, preventing academic misconduct, assessment, authenticity in student work, ethical use of AI, lifelong learning, higher education.