Biography
Siddhartha Paul Tiwari (ORCID: 0000-0003-1596-1501) is an academic, technologist, and researcher based in Singapore, where he works at Google Asia Pacific in mobile policy and planning. He previously led Google's global learning and development initiatives from Tokyo, Japan, and served as an entrepreneur-in-residence and product lead at Google. He holds a Professor and Mentor position at the Southeast Asia Interdisciplinary Development Institute (SAIDI), Philippines. His academic research spans knowledge management, mobile technology, ICT policy, e-governance, digital intervention strategies, and technology and society. He has published in venues including the ACM journal Games: Research and Practice, Current Science (Indian Academy of Sciences), the Hawaii International Conference on System Sciences (HICSS), and Technium Social Sciences Journal. Tiwari is an elected Fellow of the Royal Asiatic Society of Great Britain and Ireland (FRAS) and an elected Fellow of the Royal Anthropological Institute of Great Britain and Ireland. His research and professional commentary have been covered by international media.
Conference contributions 1
HUMAN CREATIVITY IN THE AGE OF GENERATIVE AI:
Can machines challenge authentic expression?
The rapid integration of Artificial Intelligence (AI) technologies into higher education has fundamentally transformed teaching, learning, and assessment practices. While AI-powered tools offer significant opportunities for personalized learning, academic support, and educational efficiency, they also raise critical concerns regarding academic integrity, authenticity of student work, and the erosion of critical thinking skills. This paper examines the complex relationship between AI utilization and academic integrity in higher education, with particular emphasis on the need to rethink conventional assessment systems and pedagogical approaches. Using a conceptual and critical review approach, the study analyzes current debates surrounding generative AI, academic misconduct, plagiarism, ethical use of technology, and the changing role of educators in the digital era. The paper argues that traditional assessment models focused primarily on memorization and product-oriented outcomes are increasingly inadequate in an AI-driven educational environment. Instead, higher education institutions must adopt transformative assessment strategies that emphasize process-based learning, reflective practice, authentic assessment, problem-solving, creativity, and higher-order critical thinking. Furthermore, the study highlights the importance of developing AI literacy and ethical awareness among students and educators to foster responsible and transparent AI use in academic settings. The findings suggest that rather than viewing AI solely as a threat to academic integrity, universities should reposition AI as a pedagogical catalyst that encourages innovation while reinforcing ethical academic culture. This paper contributes to ongoing discussions on the future of higher education by proposing a balanced framework that integrates technological advancement with integrity-centered educational values.