Universities have embraced digital transformation to enhance learning, improve accessibility, and stay competitive. However, with this shift comes a new threat that could undermine trust and academic integrity: deepfakes. These AI-generated videos and audio clips can convincingly portray individuals saying or doing things they never did, posing a significant risk to the reputation and security of educational institutions. As deepfake technology becomes more sophisticated and accessible, higher education must confront the potential dangers head-on and prepare to defend against these digital deceptions.

What are deepfakes?

Deepfakes are a form of synthetic media that use AI, specifically Generative Adversarial Networks (GANs), to create realistic images, videos, or audio of real people. Unlike synthetic media that generates non-specific content, deepfakes specifically target real individuals, making them appear to say or do things they never did.

The UK has started to legislate against malicious uses of deepfakes however, there is still little focus on how these technologies could impact higher education.

The risks of deepfakes in higher education

Cyberbullying and psychological harm
Deepfakes may be used as a tool for cyberbullying, creating distressing and humiliating content involving students or staff. For example, non-consensual, manipulated videos can be produced to intimidate or discredit individuals. Due to the realistic nature of these deepfakes, victims may find it incredibly difficult to prove their innocence, leading to significant psychological distress and reputational damage.

Academic dishonesty and fraud
There is a risk of deepfakes being used to exploit and fabricate research data, which devalues genuine academic achievements and undermines the integrity of educational institutions.

Damage to institutional reputation
A fabricated video of a university leader making inappropriate remarks could severely damage a university’s reputation. These types of incidents could lead to decreased enrolment, loss of funding, and long-lasting harm to the institution’s public image.

What can universities do to prepare?

Update cyberbullying policies.
Universities should revise their cyberbullying policies to address the creation and spread of deepfakes explicitly. This includes defining what constitutes a deepfake, outlining the consequences for those who create or distribute such content, and establishing clear mechanisms for reporting and addressing incidents. These policies should be communicated effectively to all students and staff to ensure widespread awareness and understanding.

Raise awareness and build digital literacy.
Educating students and staff about the technology is crucial. This could be achieved by offering workshops and training sessions to help people recognise AI-generated content and think critically about the media they consume. Integrating media literacy into the curriculum can help students develop the skills needed to analyse digital content critically and identify potential deepfakes.

Develop crisis management plans.
There should be crisis management plans in place to respond quickly and effectively to deepfakes. These plans should include strategies for communicating with stakeholders, managing ongoing crises, and restoring trust. Establishing a rapid response team trained to manage deepfake incidents can ensure a coordinated and effective response, minimising potential damage.