Universities are evolving to integrate generative AI into their academic frameworks, aiming to enhance educational experiences while tackling challenges like plagiarism. Many educators believe this technology will soon become an integral part of both personal and professional life.

In a recent interview with third-year student Jack Quinlan, it was clear he had a strong sense of what I would ask. This wasn’t mere intuition; he had taken the initiative to test ChatGPT, generating potential questions a journalist from The Guardian might pose regarding AI’s impact on universities.

“What led your university to implement generative AI tools in education?” the chatbot asked. “How have both students and faculty responded to this change? What challenges or concerns have surfaced?” Quinlan provided thoughtful answers, while the bot chimed in with encouraging comments like, “That’s fascinating!”

The educational landscape has seen significant disruption since the advent of ChatGPT in late 2022. Australian universities have revamped their assessment techniques and, in some cases, reverted back to traditional pen-and-paper exams. There are rising concerns about students using AI to craft essays, leading to increased incidents of plagiarism that are difficult to detect.

As institutions create new academic integrity policies to address cheating, they also recognize AI’s potential as a transformative educational tool—one that could be vital for students navigating future job markets.

When ChatGPT launched, the University of Sydney rushed to adapt. It now prioritizes digital technology in its curriculum, a trend echoed across various academic institutions, many of which are updating their integrity policies to include generative AI in teaching and learning. For instance, the University of Melbourne is utilizing AI to assist in grading assignments.

This year, the University of Sydney earned the title of “AI University of the Year” at the inaugural Future Campus awards, thanks to their development of an AI assistant that provides 24/7 responses to student inquiries about courses and syllabi. Additionally, they collaborated on a new “AI in Education” guide, crafted by both students and faculty, to demonstrate responsible AI use without straying into plagiarism.

Prof. Adam Bridgeman, the university’s pro vice-chancellor of educational innovation, stressed the importance of adjusting assessments to include AI rather than banning it outright. He noted, “Many students are more knowledgeable about AI than we are. We need to foster an environment where students can use AI and openly disclose it.”

Bridgeman also pointed out that as AI is likely to be highlighted on resumes alongside traditional skills, it’s crucial to modify assessments to prepare students for a future where this technology is woven into everyday life.

Yihong Yuan, a PhD candidate in computer science and co-author of the guide, offered her insights: “AI is the best teammate you can have while studying.” She advocates for students to use AI not just for answers but as a writing assistant, for proofreading, and for feedback on assessments. Given the time constraints teachers face, having an efficient tool that can provide immediate feedback based on established criteria is invaluable.

Quinlan shared that he utilizes generative AI for nearly all his engineering assignments, while many of his classmates leverage it to summarize course material before classes. In contrast, fourth-year student Abigail Bobkowski voiced her frustrations. Initially, her faculty enforced a strict anti-AI policy, limiting student opportunities. However, she now has the green light to use AI in her courses, which inspired her to create a virtual reality headset for exploring rare books.

Despite these advancements, limitations of generative AI remain. While the technology excels at summarizing and organizing information, it falls short in human creativity and nuance—a point that struck me during my conversations. At one moment, I found myself nearly mirroring the AI’s responses, which fueled my concerns about becoming obsolete. Yet, I reminded myself that, while AI can assist, it cannot replicate essential human qualities like humor and depth.

When I asked ChatGPT to transform our dialogue into a news story, it produced a rather uninspiring lead: “In an engaging discussion at the University of Sydney, students shared their perspectives on how generative AI is reshaping the educational landscape.” It felt far from engaging.