In the respected halls of higher education, the traditional thesis, the height of independent research and original thought, is faced with an unprecedented challenge. The issue is not of falling standards or apathy, but rather the arrival of a universal, powerful, and invisible collaborator: Generative Artificial Intelligence (AI). The tools of AI are capable of drafting complex arguments, synthesising vast literature, and even generating code; the line between student work and AI-augmented production has blurred into near non-existence.

For thesis supervisors and faculty, this shift is more than a technological inconvenience; it is a profound ethical and pedagogical crisis. The question is no longer if a student used AI, but how a professor can ensure the work demonstrates the critical thinking, research integrity, and original intellectual contribution that define academic rigour.

It can be argued that the era of policing plagiarism is over. To preserve the value of a degree and the integrity of scholarship, higher education must move swiftly to redefine its core supervisory and assessment models, transforming the “Unseen Co-Author” from an adversary into a responsibly managed tool for the next generation of researchers.

The Mandate for Transparency: HEC’s AI Draft Framework

This national challenge is being met by the Higher Education Commission (HEC) in Pakistan, which is in the process of establishing clear boundaries. The HEC's Framework may take a position of cautious engagement, explicitly stating that Generative AI tools cannot be listed as authors and should only be used to improve language and readability. Crucially, the Framework may also mandate that authors must include a declaration statement in their MS/MPhil/PhD theses, detailing the specific AI tool used and the purpose of its application. This approach will, if adopted, shift the burden away from detection alone and towards transparency and accountability.

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