This review examines how psychology educators are responding to the rapid rise of generative artificial intelligence (GenAI), focusing on implications for assessment validity, academic integrity and organisational learning. Although universities have issued policy guidance, these frameworks often overlook psychology's distinctive epistemic, methodological and pedagogical practices. Drawing on empirical research, sector reports, survey findings and my experience as academic integrity lead in a UK university, the review identifies five interconnected challenges: unreliable detection technologies, ambiguity in marking and feedback, threats to the validity of psychology-specific assessments, increasingly complex integrity casework, and limited institutional support. It argues that psychology is well positioned to provide sector-wide leadership because of its emphasis on empirical reasoning, ethical judgement and reflective practice. The article synthesises emerging discipline-sensitive strategies and offers a forward-looking agenda for research, assessment design and staff development, emphasising approaches that foreground reasoning processes, ethical awareness and critical engagement with GenAI. It concludes by calling for a coordinated institutional response that integrates clearer policy, systematic staff training and strengthened communities of practice to support academic integrity and student learning in a GenAI-rich environment.
Jean-François Delvenne (Wed,) studied this question.