NTLSN · Academic Induction · Crash Course
Generative AI — a crash course for academics
What you actually need to know about GenAI in teaching, learning and assessment — the shift, the key moves, and the sector's best resources in one place. Curated from TEQSA's Gen AI Knowledge Hub.
The shift: you can't reliably detect or out-run generative AI. The durable response is to redesign — for AI-resilience where integrity must hold, and AI-integration where it builds capability. Integrity now comes through design, not policing.
4 key moves4 resource areas~10 minSource: TEQSA Gen AI Knowledge Hub
Four key moves for academics
1 · Assume
Assume access
Design as if every student can use GenAI — because they can.
2 · Declare
Set the role per task
Prohibited, permitted-with-disclosure, or required — and make it explicit to students.
3 · Redesign
Design, don't detect
Authentic, process-visible, oral/viva, or AI-integrated tasks beat detection tools.
4 · Talk
Bring students in
Co-set expectations and teach ethical, effective use — not just rules.
The sector's resources, curated
A
For students — using GenAI wellEthical, effective AI for learning
›
- TEQSA — Artificial Intelligence: Advice for Students (and translated versions)
- CQUniversity — Generative AI literacy module: a SAGE framework application
- Library modules — Open Universities Australia, Flinders, Deakin, UQ Library
All student resources on TEQSA →B
Assessment & academic integrityThe redesign challenge — case studies & frameworks
›
- Southern Cross — The assessment adaptation model
- RMIT — The AI Assessment Venn (Outcome · Context · Method)
- UQ — Principles for criteria and standards in assessment for gen AI use
- Charles Sturt — S.E.C.U.R.E. GenAI-use framework for staff
- CQU — SAGE framework & implementation guide · Melbourne — Rethinking assessment in response to AI
- AAIN — Generative AI guidelines & institutional-response summaries
All assessment resources on TEQSA →C
Sector & government frameworksPolicy, ethics and institutional guidance
›
- ACSES — Australian Framework for Artificial Intelligence in Higher Education
- Australian Government — AI Ethics Principles · the 10 Guardrails · Voluntary AI Safety Standards
- Parliament — "Study Buddy or Influencer" inquiry · Senate AI report
- IHEA — Whole-of-institution generative AI framework
- Research — NHMRC & ARC policies on GenAI in grants and peer review
All government resources on TEQSA →D
InternationalWhat the rest of the world is doing
›
- UNESCO — Guidance for generative AI in education and research
- QAA (UK) — Advice and resources on generative AI
- National Academic Integrity Network (Ireland) — Guidelines for educators
- HEPI (UK) — Student generative AI survey 2025 · APRU — GenAI in higher education white paper
Designing an assessment in the GenAI era — a quick self-check
✓
I've decided the role of AI for this task (prohibited / permitted-with-disclosure / required) and stated it clearly to students.
✓
I've redesigned for authenticity or visible process, rather than relying on detection.
✓
I've planned how I'll talk with students about ethical, effective use.
✓
I've checked my institution's GenAI and academic-integrity policy.
✓
Where integrity is critical, I have at least one secured or oral element.
Source & attribution. Curated from TEQSA's
Gen AI Knowledge Hub — student resources, assessment & integrity, and government & sector advice. The underlying case studies, frameworks and guides are their authors' and TEQSA's, drawn from across the sector and not generated by NTLSN. Follow the TEQSA links for the full set, source documents and disclaimers.