A recent paper by Grace Li (University of Technology Sydney) argues that language equity should be treated as a legality and academic ethics problem of assessment design. When generative AI usage is treated in sweeping terms as unauthorized assistance, Li explains that students who speak English as an additional language are disproportionately affected by “suspicion, inconsistent enforcement, and sanctions”. To ensure universities can preserve their academic standards while avoiding unfairness in GenAI-era assessment, Li outlines a framework that uses calibrated disclosure and links academic integrity enforcement to reasons, proportionality, and fair evidence standards.
Journal of Academic Ethics
