The Missing Links in Responsible AI Use in Higher Education: Values and Judgement
Higher education is experiencing another shift in the conversation about artificial intelligence (AI) as it exposes the limitations of integrity approaches focused primarily on risk, compliance and detection. While these concerns remain important, AI has given us the opportunity to rethink integrity, assessment, and learning in a world where technology can perform tasks once considered evidence of human achievement.
Read MoreStudent and Teacher Views on GenAI: Challenges and Opportunities for Education
We have been studying how AI is shaping the ethical and pedagogical landscape of secondary and higher education. Our interest in this topic emerged almost immediately after ChatGPT was released in late 2022, sparked by a series of personal observations that highlighted the new kinds of questions this technology was raising.
Read MoreLive review as a safeguard for academic integrity
Introduction Academics worldwide have been forced to take a hard look at their assessment practices the context of artificial intelligence (AI). For many, oral assessment has been considered as a relatively secure and robust option, although there are ever-present concerns about the security of even this form of assessment due to the emergence of AI wearables (Corbin, 2026). Oral examinations are not a new form of assessment. Their origins can be traced back to the fifth century, when Greek philosophers such as Socrates used oral questioning to challenge individuals, stimulate deeper thinking, and promote critical reflection. By the sixteenth century, examinations, viva voce, at Cambridge and Oxford were conducted orally, in Latin, and in public (Dobson, 2018).
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