Artificial intelligence in higher education

What role should artificial intelligence play in higher education? From ChatGPT to DeepSeek, generative AI (GenAI) tools of all kinds are forcing a rethink of university teaching, assessment, research and administrative work. Find out how to build AI literacy across an institution, use GenAI to support learning, harness AI tools as teaching and research assistants and manage the risks posed by GenAI and other AI technologies.

A human hand writes in a notebook while a robot hand types on a computer

Can academics tell the difference between AI-generated and human-authored content?

A recent study asked students and academics to distinguish between scientific abstracts generated by ChatGPT and those written by humans. Omar Siddique analyses the results

Omar Siddique

Adelaide University

Campus webinar: Can universities keep pace with digital transformation?

Three Australian digital education experts from the Campus+ network explore the benefits and risks of AI and VR in teaching and learning, and gauge higher education’s pace of digital transformation

Edward Palmer, Julie Lindsay, Karen Blackmore

Adelaide University, The University of Southern Queensland , The University of Newcastle, Australia

Four steps for integrating generative AI in learning and teaching

From class preparation to critical thinking and reflection, this four-step checklist will help university teachers support the ethical and informed use of artificial intelligence tools in the classroom

Zheng Feei Ma, Antony Hill

University of the West of England Bristol

A teacher gestures to a computer while three students listen

Transition from expert to guide by embracing generative AI

In the process of learning how to use generative AI, Kyrin Liong rekindled her inner student

Kyrin Liong

Singapore Institute of Technology

Don’t just chat(GPT): turn on critical interrogation

Critical thinking is often seen as the antidote to generative AI. But what if educators took it one step further back and aimed to encourage students’ curiosity? Giuseppe Cimadoro explains

Giuseppe Cimadoro

St Mary’s University Twickenham

Three ways to use ChatGPT to enhance students’ critical thinking in the classroom

The balance between technology and traditional educational values, as well as ensuring that AI complements, rather than replaces, the human element in education, are the keys to maximising AI’s benefits in the classroom, writes Nikolas Dietis

Nikolas Dietis

University of Cyprus

human hands using laptop with robot hand emerging from screen

Students see the benefits of AI-generated learning content

Students might already show a preference for AI-generated online learning content, so academic colleagues and institutions need to capitalise on this to improve resource management and staff well-being, write Dean Fido and Gary F. Fisher

Dean Fido, Gary F. Fisher

University of Derby

A illustration of four robots beating a human in a hurdles race

Go head-to-head with ChatGPT to enhance your students’ personal learning

Pitting yourself against artificial intelligence can enhance your students’ motivation and critical thinking. Eric Tsui shows how

Eric Tsui

The Hong Kong Polytechnic University

Writing responsibly: how to use reflective practices to navigate ChatGPT

Reflective writing exercises can mitigate the influence of artificial intelligence on students’ learning, while also enriching understanding and giving students a chance to express themselves, writes Mario Carrera

Mariano Carrera

King Mongkut’s University of Technology North Bangkok

Business students writing prompts for AI

Embrace AI tools to improve student writing

Rather than trying to keep it out of the classroom, here are ways faculty can facilitate more effective use of ChatGPT for writing assignments

Pamela Bourjaily

University of Iowa

A student uses a chat bot while she studies

Three ways AI can support student success and well-being

A virtual assistant helped free up human resources at the University of Galway and revealed student issues that staff could not have predicted

Josephine Walsh

University of Galway

Learning the machine: shaping the future of creative education

Educators should engage with artificial intelligence and other technologies not just as users but as influencers, write Ed D’Souza and Sunil Manghani

Ed D'Souza, Sunil Manghani

University of Southampton

How hard can it be? Testing the dependability of AI detection tools

Students are using artificial intelligence to write essays and other assessment tasks, but can they fool the AI detection tools? Daniel Lee and Edward Palmer put a few to the test

Daniel Lee, Edward Palmer

Adelaide University

Interdisciplinarity is a core part of AI’s heritage and its future

To train students to engage responsibly with artificial intelligence, a genuinely interdisciplinary perspective – from the language used to recognising that human and machine work in concert – is essential, write Elvin Lim and Jonathan Chase

Elvin Lim , Jonathan Chase

Singapore Management University

Cooperation and partnership between robot and human stock illustration

Roles for AI to play in the classroom

From supporting classroom debate and discussion to problem-solving and decision-making, here are ways that artificial intelligence can enhance teaching and learning

Carl Follmer

University of Iowa

Will ChatGPT change our definitions of cheating?

We can’t yet know if we have a full taxonomy of ChatGPT-enhanced mischief, or whether certain uses should be classed as mischief at all, writes Tom Muir

Tom Muir

Oslo Metropolitan University

Cartoon of a detective with a magnifying glass analysing a piece of paper being held by a robot

Can we detect AI-written content?

A look at common features of large language model-created writing and its implications for how we might assess students’ knowledge and skills in the future

Cesare Giulio Ardito

The University of Manchester

How to strengthen your metacognitive skills to collaborate effectively with AI

To follow their previous piece on why metacognition is crucial for collaborating with Generative AI, Sidra and Claire Mason reveal how to boost those specific metacognitive skills

Sidra, Claire Mason

Commonwealth Scientific and Industrial Research Organisation (CSIRO)

Two engineers working together in a laboratory

ChatGPT and generative AI: 25 applications to support research

In the fifth and final part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for the AI tool to support research

Seb Dianati, Suman Laudari

Charles Darwin University

Artificial intelligence represented by a digital image of a human head

Artificial intelligence and academic integrity: striking a balance

A look at how universities can encourage the ethical and transparent use of artificial intelligence tools to support learning while guarding against misconduct

Georgina Chami

The University of the West Indies

ChatGPT and generative AI: 25 applications to support student engagement

In the fourth part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for the AI tool to boost student engagement

Seb Dianati, Suman Laudari

Charles Darwin University

Mastering generative AI: crafting reusable prompts for effective learning design

Richard McInnes and Ajay Kulkarni discuss how to get consistent quality and replicable results when using generative AI to support course design and development

Richard McInnes, Ajay Kulkarni

Adelaide University

Two colleagues working together at a computer

ChatGPT and generative AI: 25 applications to support administrative tasks

In the third part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for the AI tool to assist with administrative duties

Seb Dianati, Suman Laudari

Charles Darwin University

Enhancing manuscript clarity and ethical credibility with ChatGPT

Ikenna Uwanuakwa shares experience and tips for using ChatGPT to improve academic writing without falling foul of ethical considerations

Ikenna Uwanuakwa

Near East University

Abstract image representing free thoughts flying from a head in the form of butterflies

Biased AI poses a threat to academic freedom that must be confronted

How academics can manage and guide the use of generative artificial intelligence such as ChatGPT so that it enhances learning and independent thought and does not hamper academic freedom

Shweta Singh

The University of Warwick

A robot holds up a sign showing two people talking

Harness human and artificial intelligence to improve classroom debates

A guide to using artificial intelligence to support nuanced class debates that train students’ critical thinking and communication skills

Elmar Kutsch

Cranfield University

Should we trust students in the age of generative AI?

A look at how institutions can shape their policies relating to generative AI such as ChatGPT to build trust among students and guide them in its responsible use

Loïc Plé

IÉSEG School of Management

Robot and human connecting over light globe

Universities, AI and the common good

Higher education must find paths for meaningful engagement with artificial intelligence, to leverage its potential, explain the problems and mitigate the hazards, writes Rajani Naidoo

Rajani Naidoo

University of Bath

How can generative AI intersect with Bloom’s taxonomy?

Like in a video game, AI allows us to jump multiple levels, but that doesn’t mean the much-used framework becomes obsolete – we might just need a new approach

Christine Rivers, Anna Holland

University of Surrey

Collaborating with artificial intelligence? Use your metacognitive skills

Metacognition in humans holds the key to ‘collaborative intelligence’ – making the most effective use of the complementary strengths of human and artificial intelligence

Claire Mason, Sidra, Andrew Reeson, Cécile Paris

Commonwealth Scientific and Industrial Research Organisation (CSIRO)

Practical tips for designing activities using ChatGPT

Including generative AI in students’ learning is still in its early stages. Agustín Rodríguez Hernández provides general considerations he has picked up thus far

Agustín Rodríguez Hernández

Tecnológico de Monterrey

A robot teacher in front of a blackboard

ChatGPT and generative AI: 25 applications in teaching and assessment

In the second part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for such AI tools to assist with teaching and assessment

Seb Dianati, Suman Laudari

Charles Darwin University

Universities on Fire climate change podcast

Campus Talks: The AI university is coming

AI expert Ashok Goel is back on the podcast to help us understand the implications of ChatGPT for higher education and what will happen next

Ashok Goel

Georgia Tech’s Center for 21st Century Universities

Illustration of human intelligence interacting with artificial intelligence

An introduction to prompting generative AI like ChatGPT for teaching and learning

To fulfil its potential, generative artificial intelligence requires effective instructions. In the first of a five-part series, Seb Dianati and Suman Laudari explain how to craft a useful AI prompt

Seb Dianati, Suman Laudari

Charles Darwin University

Campus webinar: Artificial intelligence and academic integrity

Academics from Campus+ partner institutions discuss the impact that generative AI such as ChatGPT is having, and will have, on academic integrity

Jenny Davis, Christine Slade, Benjamin Liu , Daniel Zhengkui Wang

Australian National University, The University of Queensland , The University of Auckland, Singapore Institute of Technology

Conceptual image of someone using AI generated knowledge

How ChatGPT killed my discussion boards and prompted new prompts

Advice on learning and discussion prompts that require students to think beyond the remit of AI responses

Sara Cline

Athens State University

Indigenous Australian people perform a ritual of lighting a fire

Indigenous knowledge provides skills for lifelong learning that AI cannot

Indigenous ways of knowing can provide skills and strategies for learning that could assist educators in addressing the climate emergency, decolonisation and balance the outsourcing of knowledge to AI, Alexandra Sherlock writes

Alexandra Sherlock

RMIT University

Darwin and teaching originality in university

Teaching originality: an essential skill in the age of ChatGPT

Academic originality is not about chance, genius or magic. It is about engagement and a clear sense of scholarly contribution. And it can be taught, writes Alastair Bonnett

Alastair Bonnett

Newcastle University

Campus Talks: How to use generative AI in your teaching and research

Higher education is only beginning to understand the impact that generative AI tools such as ChatGPT will have on teaching and research. Three intrepid explorers join us in this episode to share what useful functions they’ve discovered for the technology

Jennifer Rose, David Nicol, Brooke Szücs

The University of Manchester, University of Glasgow, The University of Queensland

Three The Thinker statues around a laptop

Is critical thinking the answer to generative AI?

Designing assessment that tests critical thinking has value and practicality, so the challenge is figuring out questions that flummox the AI without creating wildly difficult problems for students, write Luke Zaphir and Jason M. Lodge

Luke Zaphir , Jason M. Lodge

The University of Queensland

Three ways to leverage ChatGPT and other generative AI in research

A guide to three key uses of generative AI tools like ChatGPT in developing and enhancing research

Daswin De Silva, Mona El-Ayoubi

La Trobe University

Illustration of robot framed by screen acting as editor to writer at laptop

Not replacing but enhancing: using ChatGPT for academic writing

Generative AI and how it can be used for plagiarism has provoked fear in higher education. However, the technology can also improve and accelerate your writing process if it is applied in a constructive, positive manner

Brooke Szücs

The University of Queensland

Teaching AI literacy: how to begin

Students urgently need to develop their AI literacy skills if they are to gain graduate-level jobs and help society tame the perils of the technology, write Christine O’Dea and Mike O’Dea

Xianghan (Christine) O’Dea , Mike O'Dea

University of Huddersfield, York St John University

ChatGPT hack using Google Drive for academics and student essays

A simple hack to ChatGPT-proof assignments using Google Drive

What if there was a way to maintain the essay in all its three constituent parts – reading, thinking, writing – in the age of ChatGPT? Dave Sayers thinks he has an answer

Dave Sayers

University of Jyväskylä

Robot standing in front of a chalk board

An evaluation of ChatGPT in action

When set a task, how does ChatGPT really perform and what does this tell educators about how to craft their questions and assignments to avoid students relying entirely on this AI tool to generate answers?

Karen Kenny

The University of Exeter

Robot in thoughtful pose with hand to chin

Re-evaluating natural intelligence in the face of ChatGPT

Generative AI tools mean that our pedagogy, understanding of specialisation and how we value human abilities such as empathy, compassion and critical thinking must change

Elvin Lim , Andrew Koh

Singapore Management University

A woman communicating with a chatbot on her laptop

How to make ChatGPT work as a teaching assistant: a case study in law

A guide to working with AI writing tool GPT-4 to train it as a useful teaching assistant to answer students’ questions, based on Benjamin Liu’s experience doing so in law

Benjamin Liu

The University of Auckland

Illustration of man in suit hurdling ahead of robots

Effective assessment practices for a ChatGPT-enabled world

Assessment methods that require students to produce authentic, novel and personalised responses can help educators stay ahead of the uncertainty and workload that AI writers create

Jonna Lee

Georgia Tech’s Center for 21st Century Universities

Prompt engineering as academic skill: a model for effective ChatGPT interactions

Gathering information from AI requires a new layer of search skills that includes constructing effective prompts and critically navigating and evaluating outputs

Adrian J. Wallbank

Oxford Brookes University

A man staring up at a board with a one star rating displayed

A checklist for inclusive assessment and feedback, in a post-ChatGPT world

A checklist for creating inclusive assessment and feedback practices that help to improve student learning experiences and respond to challenges posed by ChatGPT

Zheng Feei Ma, Kim Duffy

University of the West of England Bristol

1 ...9 10