The convenience of Generative Artificial Intelligence motivates students to use it to write essays and answer exam questions on a wide range of topics. However, there is a lack of understanding around how students perceive, plan to and actually use GenAI in a morally responsible and fair manner.
This project, involving institutions from the UK and Australia, aims to explore how higher education providers can better support students to use GenAI in their assessments in ethical and equitable ways, that can motivate and support their continuous learning, promoting fair and inclusive experiences.
Planned outputs
The project will create a set of curated resources for staff and students that will support the development of effective learning and teaching practices including:
- Initial research findings, including student and staff perceptions on what ethical and equitable use would look like
- Strategies on how to design assessments that are fit for purpose for the GenAI era
- Case studies which support the ethical and responsible use of GenAI among students
- Practical examples for the successful integration of disruptive technology into assessments, teaching and learning support.
The team will also deliver workshops to disseminate findings and share resources.
Event resources
Lead institution: King’s College London
Partner institutions: Imperial College London, University of Huddersfield, University of Birmingham and Central Queensland University Australia
Other Collaborative Enhancement Projects
QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.