Research shows that international students, particularly those whose first language is not English, need additional support when studying in Australia to learn and apply academic integrity rules and avoid academic misconduct. This brief guide contains tips and suggestions for creating academic integrity resources and awareness campaigns for international students. The guide also offers practical strategies and templates for developing effective academic integrity resources and awareness campaigns targeted at this group.

Key considerations for international student academic integrity campaigns

1. Use clear, simple English and provide translated versions in written formats.
2. Intervene early and repeatedly, make sure that messaging is delivered pre-enrolment, at enrolment, and subsequently.
3. Use multiple channels to meet students where they are, including orientation sessions, student accommodation, websites used by students, social media, on-campus locations such as international student offices/spaces, libraries, and other common areas.
4. Highlight available support to create engagement and assuage anxiety, normalise help-seeking.
5. Create a bespoke international student academic integrity information website for your institution.
6. Direct students to your international student academic integrity information website via a flyer/poster and/or online campaign.
7. Offer workshops and drop-in sessions on academic integrity for international students.

Example poster/flyer/website campaign

Use on-campus and/or online posters or flyers to catch students’ attention and direct them to bespoke international student academic integrity resources on your institution’s website. An annotated example is provided later in this guide.

Tips for posters

1. Use an attention-grabbing tagline/headline (see examples later) in a large bold font.
2. Translate the attention-grabbing headline into the most common languages spoken by students at your institution, making multiple versions if needed.
3. If using automatic translation tools, check the translation is correct by translating back to English, checking with a native speaker (staff or students), or checking with a language expert at your institution if your institution teaches languages other than English. Revise as necessary.
4. Link to further information on your institution’s website. For online campaigns use obvious clickable links or buttons, for paper-based posters or use a QR code for your link.

Example attention-grabbing

• Learn what cheating means in Australia
• In Australia, rules about cheating are strict, learn more
• Don’t get in trouble for cheating, learn the Australian rules
• Don’t get in trouble for cheating, learn the [INSERT INSTITUTION NAME] rules
• Learn what Australians mean by 'Academic Integrity'
• Know the rules: study smarter, not harder
• Avoid risky shortcuts: ask before you act
• Your success, your integrity: learn the rules today
• In Australia, “helping a friend” can sometimes be cheating, know the difference

Suggested content for international student academic integrity website

Generally speaking, most browsers will now translate website for users to their preferred languages. Because of this, unlike posters/flyers, it should not be necessary to translate an international-student academic-integrity webpage. However, it is worth checking the accuracy of any automatic translation with a bilingual staff member or student.

Why TEQSA collects data

TEQSA collects data on all higher education providers to help inform our risk-based approach to regulation. We use this information to minimise the reporting burden on providers associated with regulatory processes, such as a renewal of registration.

Data collection sources

We collect data on higher education providers’ operations from a variety of sources, including:

HELP IT System (HITS)

Tertiary Collection of Student Information (TCSI)

Quality Indications for Learning and Teaching (QILT)

Provider Information Request (PIR)

Providers who are not approved FEE-HELP providers report staff and student annually to TEQSA through TCSI. This is called the Provider Information Request (PIR).

The PIR is an information request under Section 28 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act).

Provider responsibilities

Providers should ensure their data is provided within required timeframes, is accurate and has been verified.
 

A condition of registration is that registered providers must give TEQSA an annual financial statement in the approved form, within 6 months after the end of the annual reporting period (Section 27 of TEQSA Act).
 

Failure to submit financial information within required timeframes is a breach of a condition of registration for which TEQSA may apply sanctions such as shortening the period of registration, cancelling registration (Section 98 of the TEQSA Act).
 

Providers should also ensure their contact details with TEQSA remain up to date.

Schedule

The deadline for submission dates for each data file is as follows:

Help and support

Scope and structure documents, element specifications and a range of support materials, including introductory training and frequently asked questions, are available on the TCSI website.

We encourage you to review the reporting requirement from TCSI website to ensure that submitted data is consistent with the required specifications. Please also read through the Data Verification website for comprehensive information and instructions that will assist you complete the student and staff verification process.

The TCSI Data Collections Team are the primary point of contact for the submission of data. Email: TCSIsupport@education.gov.au.

TEQSA’s Enquiries Management Team is also available to respond to administrative enquiries throughout the submission period. Email: providerenquiries@teqsa.gov.au.

If your institution has only recently registered as a higher education provider, we understand you may not be in a position to supply all of the required information. If this is case, please contact TEQSA’s Risk Team at risk@teqsa.gov.au.

TEQSA is committed to the safe and responsible use of artificial intelligence (AI). TEQSA acknowledges the opportunities AI offers to improve productivity and is committed to using AI in a manner that is accountable, transparent and maintains public confidence in our agency.

TEQSA’s approach to AI

When considering the use of AI TEQSA will ensure any use follows the requirements of the Digital Transformation Agency’s Policy for the responsible use of AI in government.

Why TEQSA is considering the adoption of AI

TEQSA is considering using AI to enhance its ability to efficiently protect student interests and uphold the reputation of Australia's higher education sector.

How we use and are considering using AI

TEQSA will only use AI where it has been assessed and found to be safe, ethical and effective. Any risks associated with the use of AI will be assessed and managed in accordance with TEQSA’s broader risk framework and whole-of-government policies. TEQSA currently uses the limited AI capabilities of Microsoft productivity tools.

TEQSA is considering using Microsoft Copilot analytics functionality for insights and workplace productivity. The domains TEQSA is considering the use of AI in are corporate and enabling, and compliance and fraud detection.

TEQSA is not considering the adoption of AI for decision-making purposes. TEQSA is not considering the use of AI in a manner where a member of the public or a higher education provider would directly interact with, or be significantly impacted by, AI or its outputs without human review.

How TEQSA will monitor the effectiveness of our AI use

TEQSA will monitor:

• our staff completion rates for mandatory AI training
• productivity impacts of AI use
• data and analytical insights generated by AI use
• the nature, circumstance and impacts of any AI incidents.

Based on the monitoring of AI effectiveness TEQSA will update its governance processes, guidance, policies and training to ensure AI use remains proportionate, safe and beneficial.

Governance

We have established governance processes and forums to assess and review the use of AI. These include the establishment of an AI Steering Group (AISG) and appointment of an Accountable Official and a Chief AI Officer to oversee how TEQSA implements and uses AI. The functions of the AISG include:

• promoting safe and responsible use of AI
• overseeing the development of TEQSA’s AI policies and processes
• setting-up and overseeing AI initiatives and pilots
• developing pathways for staff, service providers and other stakeholders to report AI use concerns or incidents
• overseeing development and implementation of mandatory AI capability training for all staff.

Compliance

TEQSA will only use AI when doing so is in accordance with applicable legislation, frameworks, policies and best practice.  Any AI initiatives will align with the APS values, and TEQSA delivery of public value.

Who to contact about TEQSA’s statement

For any questions regarding this statement, or for more information about how TEQSA uses AI, please email enquiries@teqsa.gov.au.

Consultation on TEQSA’s Regulatory Risk Framework

Consultation on TEQSA’s Regulatory Risk Framework was launched on 19 March 2026. 
 

• Further details

Consultation on TEQSA’s Regulatory Risk Framework

Consultation on TEQSA’s Regulatory Risk Framework was launched on 19 March 2026. 
 

• Further details

ELICOS courses

English Language Intensive Courses for Overseas Students (ELICOS) courses are nationally recognised and provide solely or mostly English language instruction to help overseas students improve their English. This may be for work or career purposes, personal interest, travel, or to prepare them to continue their education in English, either in Australia or elsewhere.

Only education institutions registered under the Education Services for Overseas Students Act 2000 (ESOS Act) and listed on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) can enrol overseas students to study in Australia on a student visa.

TEQSA has regulatory responsibility for ELICOS courses delivered by registered higher education providers, and ELICOS courses delivered by education providers with an entry arrangement with at least one registered higher education provider. TEQSA is also the ESOS agency responsible for registering and renewing registration on CRICOS by these providers.

ELICOS courses must comply with requirements set out in the:

• ESOS Act
• National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018)
• ELICOS Standards 2018 (ELICOS Standards).

Where there is an arrangement in place for an overseas student to enter a tertiary course directly following successful completion of the ELICOS course, providers must demonstrate that assessment outcomes for overseas students are comparable to other English language criteria used for admission to that tertiary course.  For more information, see TEQSA’s ELICOS direct entry guide.

While there are non-statutory organisations that provide professional accreditation, professional development, quality assurance reviews and other services supporting the standard of English language teaching in Australia, only an Australian Government ESOS agency can approve providers to deliver ELICOS courses to overseas students who are in Australia on a student visa.

TEQSA strongly encourages providers applying to accredit a new course or to renew accreditation for their ELICOS course to engage independent expert advice.

TEQSA expects that ELICOS providers can demonstrate how they are ensuring their management, teaching, marketing and administration staff are engaged with contemporary, best-practice approaches to educational and professional outcomes, reflecting an up-to-date knowledge of significant developments in theory and practice in English language training.

Self-assurance report

TEQSA requires that providers seeking to add an ELICOS course to their CRICOS registration or renew an existing ELICOS course submit a self-assurance report.

A self-assurance report is an opportunity for providers to demonstrate the effectiveness of their self-assurance mechanisms.

The report should consist of no more than 5 pages outlining how the provider’s governing body assures itself of the quality of its education operations in relation to its ELICOS course, and that it meets and will continue to meet the requirements of the ESOS Act, the National Code 2018 and the ELICOS Standards.

Note: All claims made in the self-assurance report must be substantiated by evidence, with reference to specific supporting documents in-text. Wherever possible, supporting evidence should be directly accessible via in-text hyperlinks, included as attachments to the report where specified, or otherwise listed in an index for later submission on request.

Adding a new ELICOS course

As part of the self-assurance report, providers wishing to add a new ELICOS course to CRICOS should:

1. Provide evidence of how risks have been identified, managed and mitigated, and how the provider will manage these risks going forward, including areas for continuous improvement, and associated actions and measures to monitor success.
2. Demonstrate how the provider manages key sector risks in the following areas:

Note: TEQSA expects that providers specialising in the delivery of ELICOS courses will adapt sector-wide advice to the specific needs of their students.

3. Outline the findings, actions arising, and resulting outcomes of at least one review by a suitably qualified discipline expert that verifies that the course is compliant with the ELICOS Standards. A copy of the review should be included as an attachment to the self-assurance report. See the section Commissioning a review of compliance with the ELICOS Standards below for further information.
4. Provide evidence of the course’s approval and oversight through the provider’s internal quality assurance mechanisms.
5. Demonstrate that the ELICOS Course meets the minimum requirement of 20 hours face-to-face scheduled course contact per week, as well as any other study requirements and any scheduled breaks.
6. Verify that policies and procedures related to study arrangements for students under the age of 18 comply with the National Code 2018.
7. Outline that facilities and operations for any mixed-age student cohorts are designed to meet the needs of students of different ages, maturity and levels of English language proficiency.
8. Outline access to services, learning opportunities, facilities and equipment that address students’ English language learning needs.
9. Demonstrate that course materials and tutoring are tailored to meet student learning requirements, taking into account the differing levels of students’ age and maturity.
10. Provide evidence of the formal measures the provider has implemented to ensure that assessment outcomes for the English language subjects are comparable to other criteria used for admission to the available higher education pathways, or for admission to other similar courses of study.

Renewing an existing ELICOS course

TEQSA requires CRICOS-registered providers who deliver ELICOS courses to apply for re-accreditation of their ELICOS course(s) at the same time they are applying to renew their CRICOS registration. For these providers, the application to renew their ELICOS course(s) is integrated into the application to renew their CRICOS registration. These providers will submit 2 self-assurance reports as part of their CRICOS renewal: one focused on the CRICOS re-registration requirements, and one focused on the ELICOS requirements.

Providers wishing to renew an ELICOS course should follow the same requirements in preparing the self-assurance report as when applying to add a new ELICOS course to CRICOS.

Commissioning a review of compliance with the ELICOS Standards

TEQSA strongly encourages providers to commission a review by a suitably qualified discipline expert to verify their ELICOS courses’ compliance with the ESOS Act, the National Code 2018 and the ELICOS Standards. Commissioning a review can be an effective way for a provider to check that the design of their ELICOS course and their institutional policies, procedures and practices are fit for purpose.

The engagement of an independent expert should be seen primarily as an opportunity to contribute to self-assurance and the continuous improvement of the organisation, rather than a method to meet TEQSA or other requirements. TEQSA expects providers can show how they have reflected on the recommendations made and identified and implemented improvements, both of which are critical elements of a healthy self-assurance and quality improvement process.

Reviewers’ professional experience and qualifications should match the requirements of the review task, and reviewers should be briefed before the assignment and given clear specifications for the task. TEQSA has prepared a sample brief for reviewers, to indicate TEQSA’s expectations in relation to the scope of the review.

• Access the ELICOS sample reviewer brief
• Access the sector update: Engaging an independent expert to undertake a review

Further information

For more information or assistance with applying to add an ELICOS course to CRICOS, please contact the CRICOS team at cricos@teqsa.gov.au.