Artificial intelligence

These resources aim to assist higher education providers and their staff to meet new challenges and benefit from opportunities afforded by advances in generative artificial intelligence (AI). In addition to resources developed by TEQSA, we have also included good practice advice from other sources.

This area is rapidly changing and evolving. If you have developed or found a useful resource you wish to share, please let us know via our webform.

TEQSA resources

• AI: a regulatory perspective (TEQSA presentation slides) (PDF, 371 KB))
• Artificial intelligence: advice for students
• Using generative AI in research - 10 tips

Generative artificial intelligence for higher education webinar series

TEQSA, in association with Deakin University, produced this series of webinars which address what is known at present about generative AI, implications for learning, teaching and assessment and how such technologies might transform higher education into the future.

• Webinar 1 (February 2023): ChatGPT – what do we need to know now? (opens in YouTube)
• Webinar 2 (March 2023): ChatGPT – how should educators respond? (opens in YouTube) and key references from webinar (PDF, 193 KB)
• Webinar 3 (June 2023): ChatGPT – what have we learnt? (opens in YouTube)
• Webinar 4 (July 2023): Generative AI: what do researchers need to know? (opens in YouTube)

Academic integrity, assessment and AI

• Academic integrity in the context of artificial intelligence (ICMS)
• Artificial intelligence content generators for schools and universities good practice guide (University of Wollongong in Dubai)
• ChatGPT and academic integrity: Options for adapting assessment in semester 1, 2023 (The University of Melbourne)
• Designing assessment for artificial intelligence and academic integrity (Flinders University)
• Generative AI and assessment (Monash University)
• Generative artificial intelligence guidelines (Australasian Academic Integrity Network) (PDF, 237 KB)
• Quick-start guide for adapting to AI (University of Technology Sydney)
• Rethinking assessment in response to AI (The University of Melbourne)
• Summary of institutional responses to the use of Generative Artificial Intelligence (Australasian Academic Integrity Network) (PDF, 417 KB)

Generative AI in research

• Thinking about using AI in your research? Read this first (Deakin University)
• Research Integrity Resource Sheets: #17 artificial intelligence and research outputs (Griffith University)
• Using AI tools in research (Flinders University)
• Authorship and AI tools (COPE)
• Policy on use of generative artificial intelligence in grant applications and peer review (National Health and Medical Research Council)
• Policy on use of generative artificial intelligence in the ARC’s grant programs (Australia Research Council)
• Using generative AI in research - 10 tips (TEQSA)

Incorporating AI in your classes

• How AI can be used meaningfully by teachers and students in 2023 (The University of Sydney)
• So you want to use ChatGPT in the classroom this semester (Dr Ben Swift, Australian National University)

Engaging with students about AI

• Ethical ways to use ChatGPT as a student (Open Universities Australia)
• How should we talk to students about AI? (Monash University)
• Student perceptions of generative AI (Jisc)
• Student-staff forums on AI (The University of Sydney)
• Using AI tools for study (Flinders University Library)
• Using generative AI (Deakin University Library) 

International approaches

• Canada: AI in Higher Education Resource Hub (ContactNorth/Nord)
• Ireland: Artificial Intelligence Week (Quality and Qualifications Ireland)
• UK: ChatGPT and artificial intelligence (Quality Assurance Agency for Higher Education)

Understanding generative AI

These resources contain information to assist you with building your understanding about generative AI.

• Artificial intelligence module (The University of Queensland Library)
• Everyone's having a field day with ChatGPT – but nobody knows how it actually works (Professor Toby Walsh, UNSW for The Conversation)

^{TEQSA makes the information on this webpage available to assist higher education providers, ELICOS providers and foundation program providers in building good practice. It has been obtained from a range of external sources and has not been generated by or on behalf of TEQSA unless otherwise noted. You should read, and carefully consider, the disclaimer before accessing any of the material.}