Integrating GenAI in higher education

Abstract

The adoption of Generative Artificial Intelligence (GenAI) in Higher Education offers opportunities for innovation but also presents challenges for teaching and learning (T&L). Understanding its impact requires perspectives from discipline academic staff, academic integrity officers (AIOs), students, and industry partners. This study uses data from a two-year T&L project at the University of South Australia (UniSA), including surveys of 1,000 students, 80 discipline academic staff, and 19 AIOs, plus industry advisors, to capture perceptions two years after GenAI's widespread yet gradual adaptation. Academic staff across disciplines remain uncertain about GenAI’s effects on student work, raising concerns about critical thinking, engagement, feedback, and the attainment gap. Students’ experiences of GenAI vary across academic units: STEM and Education Futures students see benefits in generating insights and organising ideas. In contrast, Clinical & Health Sciences and Business students are more cautious. Non-native English speakers report higher perceived benefits from using GenAI. To safeguard Academic Integrity, AIOs recommend prioritising assessment redesign (88.2%) and ethical discussions with students (76.5%) over detection tools (39.5%). Markedly, while 90% of AIOs reported investigating GenAI-related misconduct, only 21% felt confident in their ability to detect it. Industry partners indicate their practices are evolving, with growing emphasis on skills like critical thinking (22%), problem-solving (18%), and adaptability (12%), emphasising the need for real-world assessments that foster these skills in academic settings. These findings highlight the need for a comprehensive institutional approach that includes assessment redesign, clear guidance, staff training, and ethical discussions to ensure responsible GenAI use while helping students develop essential skills. Strengthening the partnership between academia and industry can better align curricula with evolving employment requirements and prepare graduates for the changing workplace landscape.

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