The SETA Framework: Rethinking Academic Integrity in the Postplagiarism Era

by Fuat Ramazanov

On March 4, 2026, the Postplagiarism Speaker Series featured Dr. Ruth Baker-Gardner from the University of the West Indies, Jamaica. Her presentation, The SETA Framework for Integrity Education in the Postplagiarism Era, explored how educational institutions can rethink academic integrity in a world where artificial intelligence (AI) tools are now part of everyday learning.
Dr. Baker-Gardner began with a simple but important idea: AI is here to stay. Instead of resisting it, educators need to understand it as a tool. While the core values of academic integrity have not changed, how they are applied must evolve. This shift is especially important as AI tools like challenging traditional ideas about plagiarism.

A key message from the session was that education, not punishment, is the most effective way to support academic integrity. While policies and consequences are still necessary, students are more likely to act with integrity when they understand both the “why” and the “how” behind ethical learning. This places responsibility not only on students, but also on institutions to teach these skills clearly.

To address this, Dr. Baker-Gardner introduced the SETA framework, which identifies the core elements that are necessary in educating students for academic integrity within the AI-enabled environment. Support is the first part of the framework. Dr. Baker-Gardner highlighted the growing role of libraries as partners in academic integrity. Librarians can help students develop research skills and guide them in using information responsibly. She also emphasized the need for ongoing research, accreditation bodies, and trained academic integrity specialists. These supports help institutions stay current and ensure that changes are based on real evidence. The second part, Education for Integrity, focuses on building knowledge and awareness. Students and staff both need training in academic integrity, AI literacy, and information literacy. Without understanding how AI tools work, it is difficult to use them ethically. This means that learning about AI should be part of regular education, not treated as an extra topic. Teaching and Learning is the third element. Dr. Baker-Gardner pointed out that students often feel their instructors are not fully prepared to use AI tools. This creates a gap. Educators need to model ethical AI use and guide students in how to use these tools responsibly. Both teacher-facing and student-facing uses of AI should be part of classroom practice. The final element, Assessment, focuses on how student learning is evaluated. Dr. Baker-Gardner made it clear that assessment alone cannot prevent cheating. However, well-designed tasks can make misuse of AI less likely. For example, assignments that require critical thinking, reflection, and clear explanations of AI use can help students stay engaged in their own learning. Using multiple assessment strategies and clearly defining how AI can be used are also important steps.

An important part of the SETA framework is the role of policy. Policies connect all four elements and create a shared understanding of expectations. Dr. Baker-Gardner emphasized that policies should guide both AI use and academic integrity. In the Caribbean context, she noted that policies may need to exist at multiple levels to reflect the region’s unique needs.
Dr. Baker-Gardner also raised an important question: Are students cheating, or are they still learning how to navigate a new environment? Instead of focusing only on misconduct, she encouraged educators to ask what kinds of support and interventions are needed. Listening to student voices is essential, as they are active participants in this evolving conversation.

Looking ahead, she outlined practical steps for institutions. In the short term, schools can review policies, offer basic training, and explore the creation of academic integrity offices. Over time, they can build dedicated teams, develop full programs, and regularly evaluate their progress. The goal is to make academic integrity visible and meaningful across campus.

Author bio: Fuat Ramazanov is the Program Director at Acsenda School of Management. He recently completed his doctoral studies at the University of Calgary. A strong advocate for teaching for creativity, Fuat promotes approaches that cultivate creative thinking skills in students. His interests include innovative approaches to teaching, pedagogy in the age of AI, and the theory and application of postplagiarism framework.

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