To prevent AI cheating, Australian universities are embracing oral and offline exams again

IT House reported on July 19 that as more and more universities are concerned about students using AI to complete assignments or even cheat, Australian universities are speeding up adjustments to examination and assessment methods to maintain the credibility of their degrees. However, an academic at the Australian National University (ANU) believes that the current response to AI in universities has become "hysterical"; while another professor warned that if the rigor of education cannot be restored, Australia's "national intellectual capacity" will be handed over to American and Chinese technology companies. IT House noted that the Australian National University is one of the universities actively responding to the impact of generative AI. Schools worry that students may not only use AI to cheat, but may also fail to truly master course knowledge as a result. The Australian Digital Inclusion Index 2025 shows that 78.9% of secondary and tertiary students are already using generative AI. To this end, the Australian National University recently issued a consultation document to teachers and academic staff, proposing three reform options. One option is to divide course assessments into "Secure" and "Insecure" categories. “Safe assessment” means there is virtually no possibility of students using AI to cheat. Another option requires students to clearly indicate when submitting assignments which aspects of AI tools are used. An Australian National University teacher said in an interview with the Guardian that he supports the school's strengthening of examination management, but believes that the current response of the entire university system is too hasty. He said: "All schools are adjusting in a state of panic, and teacher training and teaching support resources are seriously insufficient, which makes the transition to a safety assessment model extremely complicated." Another Australian National University teacher made harsher criticism of the school. He believes that schools have not adequately consulted teachers and that these reforms may even undermine the gains in educational equity achieved in the past few years, especially affecting students with disabilities and students who need to care for family members. He said: "This is not a real solicitation of opinions, but a conditioned response, even