Redefining Academic Integrity: Integrating Khmer Epistemologies and AI to Challenge Western-Centric Notions of Plagiarism
DOI:
https://doi.org/10.63381/jeilt.v1i2.57Keywords:
Decolonization, academic integrity, generative AI, Cambodia, Khmer epistemology, plagiarism, culturally adaptive pedagogyAbstract
The widespread adoption of generative AI tools in academia has sparked contentious debates over their ethical implications, particularly in developing nations like Cambodia, where digital literacy and academic norms are still evolving. Global academic integrity policies—often rooted in Western notions of individualism and textual ownership—clash with Cambodia's collectivist learning traditions, where knowledge sharing and memorization are culturally valued. Generative AI disrupts these norms further by enabling new forms of collaboration and unintentional plagiarism. This paper critically examines whether AI could challenge or reinforce colonial legacies in Cambodia's academic integrity frameworks. Drawing on decolonial theory and focus group insights, it proposes a culturally adaptive integrity framework that centers Khmer epistemologies. These findings address Cambodia's unique educational challenges and contribute to global discussions on balancing innovation with academic integrity in postcolonial contexts.
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