By the time they arrive at university, most students are using AI. So, with the lines between AI use and original work increasingly blurred, academia now needs to teach them how to use the tools critically
The advent of generative AI plus questions about the relevance of higher education call for a closer look at how critical thinking skills are taught and measured. Kate Williams offers ways to level up traditional assessment formats
Treating work placements and co-curricular programmes as optional or supplementary misses deeper questions about whether traditional degrees prepare students for careers. Michelle Seref explains
Outreach initiatives can introduce potential students to the support that will be available on campus, develop their research skills and instil a sense of belonging before they arrive. Kealin McCabe outlines different approaches
If we continue to prioritise memorisation in an age of wall-to-wall information, we send the wrong message to our students and employers. Michelle Seref offers advice on assessment that builds critical thinking skills
Students often accept AI output without questioning it. Designing assignments where the tool fails – visibly and meaningfully – can change that, as Jan Burzlaff explains
What does authentic assessment really look like? Through real-world tasks, meaningful application and core knowledge and skills, it supports deeper learning and a more accurate measure of students’ understanding
The most transformative uses of AI in teaching may have to do with how we design courses. Kim Loeffert explains how to use AI to bring UDL principles into learning and assessment
Embedding AI literacy early ensures every student gains essential understanding of systems, ethics and responsible use, closing gaps left by optional or uneven provision. Learn how
