As generative AI technologies reshape educational landscapes, academic integrity must be reconceptualized across both K–12 and postsecondary contexts. Drawing from two doctoral research studies, this presentation explores the complex interplay between technological adoption, ethical formation, and institutional change.

The first study examines K–12 administrators navigating pedagogical and ethical uncertainties introduced by human-AI collaboration. Employing the Technology Acceptance Model, Innovation Diffusion Theory, and the 4M Framework, this research explores how administrators balance AI integration with pedagogical values during ‘AI arbitrage’, the liminal space where early adopting students outpace institutional adaptation.

The second study explores how CPA-accredited accounting programs embed ethical competencies through assessment, particularly regarding AI-enabled misconduct. Employing Rest's Four-Component Model of Morality, Biggs' Constructive Alignment, and an Integrity–Assessment Alignment Matrix, this research examines professional ethics education amid technological disruption.

Together, anchored in Eaton's postplagiarism concept, these complementary theoretical lenses provide comprehensive analytical approaches to understanding educational transformation across the learning continuum.

Speakers: Naomi Paisley & Myke Healy

Bios:

Naomi Paisley is a Chartered Professional Accountant (CPA) with over 20 years of experience in accounting, audit, and taxation. She currently teaches at the Southern Alberta Institute of Technology (SAIT), where she develops and delivers curriculum in financial reporting, assurance, and Canadian tax. Naomi is also a co-author of nationally adopted Canadian auditing and accounting textbooks and collaborates on the integration of evolving standards, DEI, ESG, and Indigenous perspectives in accounting education. As a doctoral candidate in the EdD program at the University of Calgary’s Werklund School of Education, her research explores how CPA-accredited undergraduate accounting programs prepare students for ethical challenges in the profession, particularly considering AI-enabled misconduct. Her study uses Rest’s Four-Component Model of Morality and Biggs’ Constructive Alignment to analyze ethics education and assessment practices in accounting programs. Naomi’s work supports the alignment of academic integrity initiatives with the expectations of the accounting profession and CPA Canada.

Myke Healy is an educational leader with over 20 years of experience in K-12 teaching and administration. He currently serves as Assistant Head – Teaching & Learning at Trinity College School, where he leads academic strategy and faculty development. Myke holds an M.Ed. in assessment and evaluation from Queen's University and annually facilitates AI-focused modules at the Canadian Accredited Independent Schools (CAIS) Leadership Institute. As a doctoral candidate in the EdD program at the University of Calgary's Werklund School of Education, his research examines how K-12 administrators navigate generative AI and academic integrity challenges during technological adoption. His study uses the Technology Acceptance Model, Innovation Diffusion Theory, and the 4M Framework to analyze AI integration and postplagiarism concepts in secondary education. Myke presents nationally and internationally on AI in education and serves on the Ontario College of Teachers' accreditation roster, the board of eLearning Consortium Canada, and instructs leadership and assessment courses at Queen's University.

Please note that this session will be recorded.