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Conference contributions 1
THESIS WRITING AT CHLEF UNIVERSITY:
Navigating artificial intelligence and academic integrity
Artificial Intelligence is increasingly shaping how students approach academic work, yet its implications for integrity and authenticity remain troubling. This study examines the role of AI in thesis writing among ten Master's students at Chlef University, Algeria, using a qualitative approach grounded in observation and educator insight. Findings reveal a sharp contrast between the polished, fluent quality of students' theses and the weaker, less coherent writing evident in their exam responses. In the absence of institutional mechanisms to detect AI-generated text, instructors must rely on assumptions and personal familiarity with their students, a practice that undermines assessment reliability and erodes confidence in academic outcomes. Results point to a significant dependence on AI tools, raising urgent concerns about fairness, credibility, and the preparedness of higher education systems to safeguard scholarly standards. The study highlights the need for localized detection frameworks, professional training in AI literacy, and transparent dialogue among students, supervisors, and policymakers. Situated within the broader debate on AI and educational quality, this research calls for proactive strategies to ensure that technological innovation supports rather than compromises academic integrity.