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This study aims to investigate academic integrity considerations of Generative Pre-Trained Transformer (ChatGPT) usage in assessment activities among the finalist student teachers at the University of Dar es Salaam. The study builds upon other previous studies on the topic of artificial intelligence (AI) tools. However, it is unique in terms of its context and the focus on integrity.

A questionnaire was used to collect data from 383 finalist student teachers, and other 30 students were involved in focus group discussions (FGDs). Data for this study were analysed using IBM-SPSS Statistics Versions 25 to obtain descriptive statistics for the quantitative part and thematic analysis was used along with QDA Miner Lite for the qualitative part to generate themes.

Student teachers consider ChatGPT as a transformative AI technology to ease the accomplishment of their assessment tasks. However, a large percentage of them did not pay much attention to academic integrity while using the AI tool. About 199 (52%) out of 383 respondents said ChatGPT is a useful tool in generating answers for their assessment tasks compared to 192 (50.1%) of respondents who had negative opinions.

Given the sensitivity of the topic on academic integrity some participants were hesitant to share information until when the researchers clarified the purpose of the study. Participants were told that the information they would provide was purely for academic purpose. Also, this study was conducted when students’ regular classes were in progress, such that it was challenging to set universal time to conduct FGDs where all intended participants could attend. The researcher was flexible enough to find hours which were conducive for participants to participate in FGDs.

For practitioners, given the fact that ChatGPT is a relatively new AI tool, training for raising awareness of its use should be conducted. Besides, specific academic integrity guidelines for its ethical use should be formulated and implemented. Likewise, instructors should set questions that prompt students original thinking which the AI tool cannot easily give contextualized solutions.

The university where the AI tool is used is an open system that is within the society, and the impacts of AI technologies are inevitable in social domains. The society, therefore, should be informed about the emerging AI tools with their associated potentials and shortcomings to safeguard the norms and interests of the society.

The study provides a comprehensive overview of student teachers’ ChatGPT use and its implication on academic integrity. Given the novelty nature of ChatGPT use in education, course instructors and students may benefit from insights into responsible utilization of this AI technology without compromising integrity and quality of education.

This chapter describes current trends in academic leadership in the Nordic context, also prevalent in other Western societies. There has been a gradual but steady move toward more top-down leadership approaches resulting in the erosion of collegiality and decentralized decision-making. This is a paradox given the increasing complex and volatile environment under which higher education institutions operate, where more rather than less decentralization is thought to be beneficial in fostering responsiveness and agility. By drawing upon developments in Nordic higher education, this chapter sheds light on the consequences associated with the widespread and uncritical adoption of individual leadership approaches and provides conceptual insights and empirical evidence toward embracing more systemic and organic approaches centered on resilient or adaptive leadership postures and structures.

This study aims to examine food waste behaviours among university students in Indonesia by adapting the theory of planned behaviour (TPB) alongside the theory of domains of knowledge.

A total of 518 students at five Indonesian universities participated in an online survey, answering questions about their food waste behaviours based on the TPB and the domains of knowledge frameworks. Among them, 250 students had taken a course that covered the food waste topic, while 268 students had not taken the course. The data were later analysed by using partial least squares-structural equation modelling and measurement invariance across the composite models.

The findings reveal that environmental awareness, attitude towards food waste behaviours, subjective norms and different types of knowledge which are procedural knowledge, declarative knowledge, personal and social knowledge significantly influence food waste behaviour. Students who attended a course related to the food waste topic were more likely to align their intentions to reduce food waste with their reduction behaviour.

While previous research has highlighted the importance of the TPB in understanding food waste intentions and behaviour, studies also show that students’ knowledge about food waste plays a crucial role in shaping these intentions. This study builds on these insights by combining the TPB with the domains of knowledge theory, specifically looking at how participating in food waste-related courses influences food waste behaviours among Indonesian students.