BC TEAL 2026 Annual Conference

As generative AI (GenAI) tools become commonplace in higher education, many instructional responses continue to focus on restriction, detection, or punitive approaches to academic integrity. This practice-based presentation offers an alternative: a postplagiarism-informed teaching strategy that makes GenAI use visible, intentional, and ethically grounded within a creative problem-solving task. Postplagiarism emphasizes that while learners may outsource aspects of their work to GenAI tools, human responsibility and accountability for the final output remain central (Eaton, 2023). Drawing on classroom practice in undergraduate management education, this session introduces a short, structured activity in which students are explicitly encouraged to use GenAI tools while documenting and reflecting on both human and GenAI contributions across stages of creative problem solving, including problem framing, idea generation, solution development, and evaluation. By designing the activity to surface rather than conceal GenAI use, students engage in ethical decision-making, develop judgment about when and how GenAI is appropriate, and take ownership of their learning. For instructors, this approach supports academic integrity without reliance on surveillance technologies, while fostering trust, transparency, and student engagement. We will briefly outline the postplagiarism framework, describe the classroom activity, and share key instructional insights gained from its implementation. Although situated in management education, the approach is adaptable across disciplines and learning contexts.