  This paper presents a critical analysis of generative Artificial Intelligence
(AI) detection tools in higher education assessments. The rapid advancement and
widespread adoption of generative AI, particularly in education, necessitates a
reevaluation of traditional academic integrity mechanisms. We explore the
effectiveness, vulnerabilities, and ethical implications of AI detection tools
in the context of preserving academic integrity. Our study synthesises insights
from various case studies, newspaper articles, and student testimonies to
scrutinise the practical and philosophical challenges associated with AI
detection. We argue that the reliance on detection mechanisms is misaligned
with the educational landscape, where AI plays an increasingly widespread role.
This paper advocates for a strategic shift towards robust assessment methods
and educational policies that embrace generative AI usage while ensuring
academic integrity and authenticity in assessments.
