Discernment and Disclosure for AI Agents in Education
Marc Watkins argues faculty should question when to use AI agents and disclose their use to students.
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Public readings arranged by original publication date. People and institutions use explicit mappings; article sources remain in their details.
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Beyond chatbots: AI agents as software, not characters
Furze argues chatbot framing hides corporate responsibility and misdirects education's assessment debates.
The global conversation on AI in education is shifting. Where does it leave Australian higher education?
Lodge reflects on learning, governance and the limits of chatbot-era reform after Digital Learning Week.
Teacher AI Competency Frameworks: UNESCO IITE’s comparative report
The UNESCO IITE–Shanghai Open University project compares 36 teacher AI competency frameworks, examining competencies, implementation and assessment across policy, curriculum and teaching practice.
Curricular Responses to AI with Deborah Barnett
Coordinating AI competencies across a professional program.
Don’t Throw Ed Tech Babies Out With the Bathwater
Teacher workload, student thinking, product evidence and family communication are treated separately.
AI Implementation in Higher Education in Latin America and the Caribbean
Across 200 higher education institutions in 19 countries, 87% reported AI use in at least one area, while 26% had a formal AI strategy. The report calls for stronger governance and institutional capability.
The algorithm in the room: AI and the future of education
This UNESCO collection brings together 26 think pieces on agency, young people’s development, pedagogy, expression, public governance and educational futures. It broadens discussion beyond tool capabilities.
How Should AI Be Used in Schools?
Examples of planning and writing ask which cognitive tasks can appropriately be delegated.
Our Duty of Care in the Age of AI
Course purposes and faculty working conditions belong together.
Three ways alternative grading addresses the EDUCAUSE Horizon report
Talbert argues that changing tasks without changing grading leaves a core incentive problem untouched.
Let’s emphasize human effort and intent in educational materials
Disclosure as a question of educational relationships.
Analog Is Having a Moment. But Is It Sustainable?
Testing the costs and access limits of analog responses.
The perfect storm: AI, assessment and a sector under pressure
QAA examines the gap between institutional AI policies and students’ day-to-day assessment experience.
Modality does not equal risk
Online-education practitioners challenge the assumption that physical attendance alone assures learning.
Assuring quality learning in a gen AI-integrated future: adaptive capabilities
TEQSA’s commissioned report connects adaptive capabilities with disciplinary knowledge and learning-process evidence. It proposes process-focused assessment and support for student judgment, agency and self-regulation.
What does assurance of learning actually look like in practice?
UniSQ’s team describes a prototype connecting program outcomes, tasks and assessment security.
On AI glasses and wearable AI in assessment
The authors question assessment designs that depend on detecting and excluding wearable assistance.
China’s AI+Education Action Plan: curriculum, teacher development and governance
The five-department action plan connects AI literacy, university curricula, teacher development, applications and safeguards, with goals for 2030. These are policy directions, not completed implementation or demonstrated learning effects.
The ethics of AI assessment: five big issues
Stakeholder conversations surface teacher deskilling and pupils’ wish to be read seriously.
Strengthening validity and trust in generalist degrees through program-level approaches to assessment: Possible or pipe dream?
The authors address fragmented evidence in flexible generalist degrees.
Making Progress on Teaching in a World With AI
A skeptical author identifies room for collective experimentation.
Enacting assessment reform in a time of artificial intelligence
TEQSA compares program-wide, unit-level and hybrid approaches to assurance of learning.
The wicked problem of AI and assessment
Interviews with 20 educators reveal competing assessment goals and unavoidable trade-offs.
Generative AI for students
OU distinguishes prohibited, permitted and required use, with disclosure and accessibility guidance.
Why banning the banning of AI in assessment is all about increasing trust and agency
Sydney’s designers explain the rationale for open learning tasks alongside secured capability checks.
Talk is cheap: why structural assessment changes are needed for a time of GenAI
The authors distinguish compliance-dependent instructions from changes to assessment structure.
Exploring two frameworks from The Open University: Critical AI Literacy Skills and Responsible by Design
OU’s designers connect AI literacy with access, bias, environmental and labour questions.
Academic Integrity in an LLM World
What should a course credential actually certify?
Deceptive Assessment Has No Place in Education
Assessment methods must meet their own integrity standard.
AI competency framework for teachers
UNESCO outlines 15 teacher competencies across five dimensions and three progression levels, supporting teacher development and assessment design while foregrounding ethics, human agency and pedagogy.