This document discusses 12 questions related to the use of artificial intelligence (AI) in education. It addresses questions such as what governments and universities are doing about AI, if students are using AI in their work, and the detection, ethical implications, equity issues and pedagogical changes required regarding AI. Key challenges discussed include maintaining academic integrity with advanced AI, ensuring all students have strong foundational skills to engage with AI, and how teaching methods may need to adapt to better prepare students for a future with disruptive technologies like AI.

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Artificial Intelligence
Education
Dr Jasmine Thomas
Dr Rian Roux
Academic Transformation Portfolio
Academic Integrity Unit

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UniSQ acknowledges the First Nations of southern
Queensland and their ongoing connection to
Country, lands, and waterways. We pay deep
respect to Elders past and present.
Acknowledgement
of Country
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12 or so questions
worth asking

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What is the Government doing?
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What are universities doing?
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Lying, cheating chatbots are running amok, as schools and universities scramble to control the
use of artificial intelligence in classrooms and research labs. Now that the genie of all genies is
out of the bottle, regulators and educators are grappling with the practical, legal and ethical
challenges of using AI to teach and learn. From banning AI to embracing it, every university has
a different policy.
“The threat landscape is evolving rapidly,’’ the Tertiary Education Quality and Standards Agency,
has warned a federal parliamentary inquiry into the use of Gen-AI in education. “The increasing
sophistication of AI poses diverse risks to research integrity. AI has the capability to generate
not just fake data, including false or doctored images, but entirely manufactured studies and
journal articles. Images generated by AI are becoming increasingly difficult to detect and can
compromise the integrity of research findings.’’
“Enfeeblement’’ has been flagged by TEQSA as another risk arising from a hybrid model of
human and AI learning. “This refers to humans increasingly relying on machines, losing the
ability to self-govern, question AI outputs, and intervene for the benefit of humanity, resulting
in poorer outcomes,’’ the standards agency told the inquiry.
Natasha Bita – The Australian

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Are students actually using Gen
AI in their work?
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Academic Misconduct Cases

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Is detection of Gen AI accurate?
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Academic Misconduct Cases

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Why are students cheating with
Gen AI?
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7 key factors that influence academic integrity
in the learning and teaching environment
7 KEY FACTORS THAT INFLUENCE ACADEMIC INTEGRITY IN LEARNING AND TEACHING ENVIRONMENT // USQ

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Is this an inflection point for
education?
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The problem with many of the current conversations about AI and education is that they
tend to focus on questions like how can we ensure academic integrity and how can we use
AI in the classroom to improve student learning.
While these are perfectly reasonable and important questions to ask, they are bounded by
a very short time-horizon, and they frame AI as simply the latest in a long list of
technologies – like paper replacing slate and calculators replacing logarithm books – that
can be integrated across time into the existing paradigm of schooling and its
employment-related purpose.
It’s akin to asking: “How do we harness this powerful new stallion to our existing
educational buggy?” A better way to consider the situation is: “How do we surf this
tsunami?” But to put the issue into sharper focus, it’s arguably more akin to the
passengers on the Titanic asking: “Shall we put the deckchairs here or there?”
AI is an iceberg that is going to sink the current schooling paradigm because it is
disrupting the society for which schooling is supposed to prepare our children.
David De Carvalho – CEO, Australian Curriculum and Reporting Authority

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How does educational philosophy
inform what we do next?
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Stephen Wolfram
AI generated image by
Leonardo.ai – using the following
prompt. “Please create an image
of a 3D stone sculpture of
Socrates. Give him colourful hair,
and bemused expression”

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Stephen Wolfram Socrates

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What are the ethical implications?
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What about equity?
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What are the pedagogical
implications?
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The university calls for education policy and funding to focus on equipping “all Australians
completing secondary school with strong foundational skills and AI literacy’’.
“We stress the critical importance of current and future generations of young Australians
leaving secondary school with strong foundational skills – English language, literacy,
numeracy, digital literacy and employability – if they are to participate effectively and
meaningfully in society, post-school education and work,’’ the university told a Senate inquiry
into the use of AI in education.
“Strong foundational skills are critical to an individual’s ability to engage successfully in
tertiary-level studies and lifelong learning, to avoid obsolescence and find new occupations,
if necessary, that require retraining or upskilling.
“Foundational skills also underpin an individual’s capacity for critical analysis and to discern
truthful and accurate information from the intentionally fake or otherwise erroneous
information that increasingly sophisticated Gen-AI models will be able to produce.’’
Natasha Bita, Education Editor, The Australian

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How then shall we teach?
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CRICOS: QLD 00244B, NSW 02225M TEQSA: PRV12081
unisq.edu.au
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Contact us
jasmine.thomas@usq.edu.au
rian.roux@usq.edu.au