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Covid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc.

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Artificial Intelligence (AI) tools are constantly being released into the public domain. As with all new technological innovations, this brings a range of opportunities and challenges for education: primarily for educators and learners. There is an increasing interest in the academic community and beyond to use Artificial Intelligence in Education (AIED) to generate content. This presents opportunities and challenges for academic and research integrity.The European Network for Academic Integrity (ENAI) is an international association gathering educational institutions and individuals interested in maintaining and promoting academic integrity. As the use of AI tools may not always be consistent with academic integrity, we consider it important to familiarise all education stakeholders with how to use AI tools responsibly and in accordance with academic integrity practices and values.ENAI presents a set of recommendations with the aim of supporting academics, researchers and other educational stakeholders, including students' organisations, on the ethical use of AI tools. The recommendations focus on the importance of equipping stakeholders with the skills and knowledge to use AI tools ethically and the need to develop and implement relevant educational policies addressing the opportunities and challenges posed by AIED. ProcessTo create these recommendations, we used our experience and knowledge, both about AI, and academic integrity. The authors collectively drafted the main structure and main ideas of the recommendation. The draft was circulated to the ENAI working group members, most of whom provided valuable comments and suggestions. Then the authors incorporated the comments and prepared the final wording of the document.The field of artificial intelligence is advancing fast, and the ways that it disrupts education are changing from one week to the next. We consider these recommendations as a working document, and we invite everyone to provide feedback. There will be a special session at the European Conference on Ethics and Integrity in Academia 2023 in Derby, UK, dedicated to this document.

Any problem is a problem until a solution is designed and implemented. This paper reports on a workshop that highlights preliminary work done by the working group on Gamification in the scope of European Network for Academic Integrity (ENAI), which aims to explore the possibility of developing and testing a gamified learning module on academic integrity values. In this paper, the group aims to look at proposing steps we are currently using to develop storyboards of scenarios for the first phase of the project, which were presented at the 6th International Conference Plagiarism Across Europe and Beyond 2020 held virtually in Dubai as a workshop. The study also presents updated findings and scenarios drawn from the workshop conducted and audience feedback, in the following sections that pave the way for the future stages of the gamification process. This serves as a guide to academics and researchers in academic integrity who may wish to study gamification and apply it to develop their own modules for their learning modules.