The widespread adoption of generative artificial intelligence (GenAI) tools in higher education has fundamentally altered the conditions under which academic work is produced, challenging long-standing assumptions about authorship, responsibility, and learning. While much of the existing literature has focused on technical, ethical, or pedagogical implications of GenAI, comparatively little attention has been paid to the legal and normative aspects of authorship in AI-aided academic work. In this work, we examine how the use of GenAI intersects with the concept of authorship as understood within European regulatory and institutional frameworks. Drawing primarily on European copyright law, notably the requirement of human intellectual creation, the paper argues that authorship functions as a qualitative threshold rather than a binary attribute. Authorship may remain attributable to the student where GenAI operates as cognitive support under human intellectual control. By contrast, attribution becomes legally and normatively disputable once AI output displaces creative autonomy. The analysis places this doctrinal framework alongside broader regulatory principles arising from the AI Act, data protection law, and emerging suprainstitutional governance practices in higher education. We propose a qualitative threshold framework designed to assist in authorship-sensitive assessment of GenAI-aided academic work. This framework provides criteria for distinguishing legitimate AI-assisted academic production from practices that undermine authorship, responsibility, and academic integrity.

翻译：生成式人工智能（GenAI）工具在高等教育中的广泛采用，从根本上改变了学术作品产生的条件，挑战了长期以来关于作者身份、责任和学习的假设。虽然现有文献大多关注GenAI的技术、伦理或教学影响，但对其在AI辅助的学术作品中的作者身份的法律与规范层面的关注相对较少。本文研究了GenAI的使用如何与欧洲法规及制度框架内理解的作者身份概念相互交织。主要依据欧洲版权法，特别是人类智力创作的要求，本文论证作者身份作为一个定性门槛而非二元属性而运作。在GenAI作为人类智力控制下的认知支持时，作者身份可能仍归因于学生。相反，一旦AI输出取代了创作自主权，归属就在法律和规范上变得有争议。本分析将此理论框架与《人工智能法案》、数据保护法及高等教育中新兴的超机构治理实践所产生的更广泛监管原则相结合。我们提出一个定性门槛框架，旨在协助对GenAI辅助学术作品进行对作者身份敏感的评估。该框架为区分合法的AI辅助学术生产与损害作者身份、责任及学术诚信的实践提供了标准。