{
  "id": 19197961,
  "title": "AI use is now universal in higher education. Why are universities failing to adapt?",
  "url": "https://urgent.news/2026/11/09/ai-use-is-now-universal-in-higher-education-why-are-universities",
  "topic": "ai",
  "section": "AI",
  "published": "2026-11-09T18:40:42.000Z",
  "source": {
    "name": "The Conversation AU",
    "slug": "the-conversation-au",
    "url": "https://theconversation.com/ai-use-is-now-universal-in-higher-education-why-are-universities-failing-to-adapt-294137"
  },
  "original_language": "en",
  "account": "Artificial intelligence (AI) is now widely used among university students in many countries, but universities are struggling to adapt their systems to address this new reality. A UNESCO survey from last year found that fewer than one in five universities in 90 countries had a formal AI policy. The rise of ChatGPT in late 2022 has heightened concerns about academic integrity, as students may use AI to avoid learning and produce inferior work. Universities need policies that drive structural changes to assessments and curricula, rather than just rules on when AI can be used.\n\nHowever, adapting to AI is challenging for universities, particularly due to large class sizes and limited contact time between teachers and students. This makes it difficult for educators to know their students well and ensure they are learning what is required for their degrees. UNESCO has published an AI competency framework, but it mainly focuses on schools and does not provide specific guidance for higher education. Universities' AI policies are often vague and unclear, with many hidden in misconduct policies rather than assessment design procedures. Only one out of 39 Australian universities examined had detailed AI guidance. Many universities rely on individual unit coordinators to decide on AI use, resulting in inconsistent rules between units.\n\nThe risks of AI extend beyond cheating, as some students use AI to offload their work entirely, ultimately learning nothing. While universities are attempting to address this issue through assessment redesign, such as more in-person exams and oral presentations, relying solely on AI detectors is problematic due to their inaccuracy and potential for false accusations. Universities should also focus on teaching students to evaluate information critically, make sound judgments, and learn independently of AI or educators. This requires explicit instruction tailored to each discipline, which can be achieved through dedicated modules.\n\nIn 2023, a group of academics, including the reporter, proposed assessment principles for the Australian higher education regulator to help institutions adapt to AI. The principles emphasize ensuring students actually learn content and prepare them for a world where AI is ubiquitous. However, universities tend to prioritize competition over collaboration, making it difficult to share resources and learn from each other. A national strategy could help address this challenge, but the current infrastructure for doing so has been dismantled, leaving universities to navigate the AI landscape on their own.",
  "summary": "Unis must engage deeply with the discussion about how to adapt to artificial intelligence. Otherwise they risk becoming redundant.",
  "key_points": [],
  "editors_take": null,
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}