A prominent essay by Roland Barthes claiming the death of the author stirred considerable turmoil back in 1967, opening the ground for a heated discussion of such issues as authorial intention, the role of the reader as a (co)creator of the text, and the concept of authorship per se. The latter being of crucial importance in the educational space since within the academic environment the concepts of unblemished authorship identification, academic integrity, ethical research, and plagiarism are being put into question when the personal contribution of an individual to the creation of authentic content may not be accurately measured and appreciated. Although information mining and clustering have long become automated and specialists with various backgrounds have appreciated the operational simplicity achieved, nowadays digital technologies are being increasingly used rather in information synthesis and presentation if not content creation. Emerging trends and practices of AI-aided content generation have repeatedly raised concerns with regard to the recognition, attribution, and ethical use of human-generated intellectual property and artifacts. It is hard to underestimate how generative AI tools being widely used in the academic setting, have changed the paradigm of learning and have especially influenced postgraduate performance assessment metrics, as the master level of higher education addresses a relevant number of research aims. At the postgraduate level, students demonstrate an ability to critically assess the existing theoretical framework to be able to synthesize new knowledge, present and substantiate their opinions and findings. Hence, they are expected to produce a considerable volume of written and oral output that is both relevant and authentic.