Countries around the world are watching how different systems regulate the use of artificial intelligence in education, and in China a new bill is moving through the legislative process that could significantly tighten controls over AI-assisted work by students. The central idea under discussion is straightforward: a student who relies on artificial intelligence to produce their final thesis as part of the diploma requirements would see that diploma withheld or revoked if the use is discovered. The report on this proposal comes from the Chinese Daily, which has been following the proceedings of the Standing Committee of the National People’s Congress and documenting lawmakers’ concerns about integrity in higher education.
The core of the draft legislation aims to address several scenarios in which AI tools might be misused or where academic misbehavior could undermine the legitimacy of a degree. The Standing Committee is considering provisions that would strip diplomas from individuals who use artificial intelligence to craft scholarly articles or who engage in plagiarism, data fabrication, or other forms of manipulation that compromise academic standards. In a broader sense, the bill would also bar admission to academic programs or the awarding of degrees to those who attempt to enroll under another person’s name or who obtain or complete a university entry certificate through illegal means. The draft underscores that those who rely on third-party data not only risk academic penalties but could also trigger criminal liability, signaling a move toward stronger accountability in the admissions and credentialing processes.
Observers note that the proposed measure reflects a careful attempt to preserve the integrity of degrees in an era when AI-assisted writing and data manipulation tools are highly accessible. Proponents argue that clear consequences are essential to deter practices that could erode trust in educational credentials, while critics caution about potential overreach or unintended consequences for legitimate use of AI in research and writing. The bill’s authors appear intent on creating a framework that distinguishes responsible AI-assisted work from prohibited activity, with a focus on safeguarding the credibility of graduates who have met rigorous standards without shortcuts. It is reported that the Standing Committee moved the draft forward after multiple debates, indicating there is broad interest in establishing firm guidelines that universities can enforce and that students can understand early in their academic careers.
Beyond the Chinese context, the broader global conversation includes discussions about how nations regulate AI in public and civil services, as well as the education sector. In recent coverage, authorities in other jurisdictions have explored pilot programs and policy experiments that test how AI might be used to support decision making or to streamline administrative processes, while still maintaining accountability and transparent oversight. The current Chinese proposal fits within this wider trend toward clear boundaries and enforcement mechanisms to prevent abuses of AI technology in formal education and credentialing. It also raises questions about the balance between innovation and safeguarding academic standards, a topic that universities and policymakers will continue to debate as AI becomes more integrated into learning environments. Observers will be watching closely to see how enforcement is defined in practice and how institutions will adapt their codes of conduct, assessment methods, and honor systems to reflect the evolving capabilities of AI tools. The discussions underscore the ongoing need for robust policy that can respond to rapid technological change while protecting the legitimacy of credentials earned through genuine effort and verifiable work.
Historically, national regulators in several major economies have wrestled with similar issues as AI technologies expand. The Chinese draft is one example of a broader pattern in which governments seek to deter misuse, preserve the value of diplomas, and establish clear liability for individuals who attempt to subvert admission and degree processes. Meanwhile, coverage of global developments, including the use of AI in public sector hiring and other government functions, reflects a common concern: the integrity of decision-making processes in an age of powerful machine-assisted tools. As the plan advances, scholars and students alike will be watching to learn how the specifics of eligibility, proof of authorship, and acceptable AI-assisted practice will be defined, documented, and enforced across campuses and regions.