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While new technologies seen as ‘game changer’ for national-level research assessment, study finds vehement opposition, particularly among humanities scholars

Institutions urged to take a step back and think about what they are trying to achieve before â€˜jumping on AI bandwagon’

We need memorable concepts targeting specific types of problematic AI output or use, not blanket moral judgements, says Andrew J. Routledge

Academics warn recall-based exams are ‘obsolete’ and policing AI is ‘unrealistic’ after hundreds admit manipulating online exam at Yonsei University

Conversations around cheating ‘misguided’ because students want technology to assist learning, not give them the answers, education lead at tech giant says

It is difficult to think of another sector that has so dismally failed to strategically engage with the transformative potential of IT, says Ian Richardson

Promises of more personalised education may stifle students’ ability to grow and change, according to UCL provost

Technology can be used to offer vital research experience and create inclusive curricula, according to physicist Jess Wade

To protect critical, context-rich thinking in HE, knowledge agency must be quickly reclaimed from Big Edtech, say Dirk Lindebaum and Gazi Islam 

Survey of more than 3,000 researchers by Cambridge University Press reveals widespread concerns over the rise of ChatGPT-assisted papers

Institutions should retrain staff affected now rather than ‘sustain jobs which machines can do better and cheaper’, expert argues

Most prospective students have at least three countries in the frame, survey finds

Clear policies, transparent disclosure and shared accountability are essential to protect the integrity of research, says George Chalhoub

Divergent attitudes towards the use of AI in assessments risks weakening the credibility of academic certifications and driving mistrust between students and teachers

Can AI match the insights of human referees? We don’t know. So before implementation, let’s run the experiment, says Sheldon H. Jacobson

Poll finds most students see generative technology as a support tool, but small minority use it for entire assessment submissions

Reversing some recent trends in teaching and learning is sure to generate mixed responses from students. Regulators must step in, says Ian Pace

Aston and Leeds plan to create resources and training tools for students, supervisors and examiners

Failure to explain how AI-aided academic writing is a form of plagiarism leaves graduate students horribly compromised, says E.M. Wolkovich

Fears raised over ‘culturally encouraged introversion’ but could study assistants help bridge gap between universities and Silicon Valley?

Asking undergraduates to submit pen-on-paper essays is a desperate and retrograde step that undermines assessment rather than safeguards it, says Dan Sarofian-Butin

As an editor, I am receiving submissions from spurious authors consisting of previously published papers altered by AI. But why, asks Seongjin Hong

OpenAI builds tool to combat student reliance on AI answers, but insists that cheating requires ‘holistic’ approach from universities and tech firms

‘Huge potential’ for higher education to tap into ‘massive pool of interested students’, finds report

Ombudsman tells universities to be mindful of â€˜limitations’ of detection tools and to consider if they are biased against international students