Beatriz Moya Figueroa
Education
Beatriz Moya Figueroa holds a PhD in Research with a specialization in Political Leadership and Governance from the University of Calgary (Canada). She holds a Master’s degree in Teaching English as a Foreign Language and a Bachelor’s degree in Education from the Universidad Católica de Temuco.
Research
Her work focuses on the intersection of academic integrity, educational leadership, and the Scholarship of Teaching and Learning (SoTL). Her current projects address key challenges in higher education from an academic integrity perspective, as well as the emerging complexities of an increasingly technology-driven world. Her interdisciplinary approach anticipates future challenges by integrating global and local perspectives, and has recently focused on the study of postplagiarism, a framework that reimagines academic integrity in an era of human–AI co-authorship. One of her main research lines addresses academic integrity, policy, and leadership, exploring how university leaders can foster cultures of academic integrity through the development of policies and interdisciplinary frameworks tailored to local contexts. From this line stems her interest in the integration of artificial intelligence in higher education from an academic integrity perspective, with an emphasis on teaching, learning, and assessment processes. Drawing on the postplagiarism framework, she examines how to redesign pedagogical and evaluative practices when human–AI writing becomes the norm, with the aim of formulating recommendations that promote the ethical use of these technologies, enhance student learning, and mitigate associated risks. This work is developed in dialogue with international academic communities. In particular, she is part of the Postplagiarism Lab, a research group led by Dr. Sarah Elaine Eaton at the University of Calgary (Canada); the Ibero-American Network on Digital Ethics and Educational AI (REDIE); the European Network for Academic Integrity (ENAI); and the Ibero-American Research Network on Academic Integrity (Red-IA). Within these collaborations, she co-edited with Irene Glendinning, Sarah Elaine Eaton, and Shivadas Sivasubramaniam the volume Ethics and Integrity in Education Research (Springer, 2025).
Publications
(Selection)
- Eaton, S.E.; Moya Figueroa, B.A.; McDermott, B.; Kumar, R.; Brennan, R. & Wiens, J. (2025). “What Should We Be Assessing Exactly? Higher Education Staff Narratives on Gen AI Integration of Assessment in a Postplagiarism Era.” Assessment & Evaluation in Higher Education, 1–20. https://doi.org/10.1080/02602938.2025.2587246
- Moya, B.A. & Eaton, S.E. (2024). “Examining Recommendations for Generative Artificial Intelligence Use with Integrity from a Scholarship of Teaching and Learning Lens.” RELIEVE, 29(2). https://doi.org/10.30827/relieve.v29i2.29295
- Moya, B.A. & Eaton, S.E. (2024). “Academic Integrity Policy Analysis of Chilean Universities.” Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09515-w
- Moya, B.A.; Eaton, S.E.; Hayden, A.K.; Brennan, R.; Wiens, J. & McDermott, B. (2024). “Academic Integrity and Artificial Intelligence in Higher Education Contexts: A Rapid Scoping Review.” Canadian Perspectives on Academic Integrity, 7(3). https://doi.org/10.55016/ojs/cpai.v7i3.78123
- Moya, B.A. & Eaton, S.E. (2023). “Exploring Models of Online Learning Communities to Expand Academic Integrity Understanding in Chilean Higher Education.” In Bjelobaba, S. et al. (Eds.), Academic Integrity: Broadening Practices, Technologies, and the Role of Students. Springer. https://link.springer.com/chapter/10.1007/978-3-031-16976-2_6
- Moya, B.A. & Eaton, S.E. (2023). “Research on Academic Integrity: An Opportunity for Methodological and Paradigmatic Diversity and Collaboration.” In Muñoz-Cantero, J.M. & Porto-Castro, A.M. (eds.), Plagiarism and Academic Honesty in Higher Education. Peter Lang.
