Avoidant responses to AI in the education system fail to meet the challenges of the digital age

Story Topic and Angle

In Australian universities, generative AI tools like ChatGPT have quietly become part of students’ academic lives. A survey conducted at four Australian universities found 83% of students said they use AI for learning. Despite the widespread adoption of these AI tools, most university policies remain vague or focused on restrictions, or even treat them as a threat that needs to be banned.

As reported by The Guardian, the University of South Australia reintroduced face-to-face oral exams in response to the AI challenge, but was ultimately criticized for disadvantaging non-native English speakers and students who are reluctant to speak in public.

In this case, this commentary argues that the Australian higher education system’s strategy for responding to generative AI is a passive and short-term solution rather than a structural reform. The core argument is that avoiding or banning AI will not help prepare students for a future that incorporates AI. What is really needed is a whole system commitment to AI literacy, curriculum redesign, and inclusive digital access.

Chosen Genre

News commentary was chosen for this topic because the article not only describes objective facts but also expresses personal opinions, attempting to provide readers with diverse perspectives and solutions that are in the public interest.

Publication and Target User

This commentary is well suited for The Conversation, a publication that aims to bring professional insights into the public discourse. According to The Conversation‘s 2025 Media Kit, it has 38% of readers under the age of 55 considering further education in the future. Readers also work in a wide range of fields covering education, government and technology. Thus, the current tensions between higher education and generative AI in Australia explored in this article are highly relevant to The Conversation‘s user group. In addition, The Conversation‘s policy of allowing free reading and reprinting of articles contributes to the dissemination of the article.

Sources of information

Interviewees

The commentary will invite several stakeholders to be interviewed about their thoughts on generative AI. Suggested interviewees may include:

• University tutors who are trying to innovate their assessments to adapt to the AI environment；
• Academic integrity officer or policy advisor；
• International students who feel confused because of the blurred boundaries of AI use

Online Sources

• BDO report: Generative artificial intelligence: Impact on equity and excellence in Australian schools;
• Australian Framework for Generative Artificial Intelligence in Schools from Australian Government;
• University of Sydney’s AI assessment policy；
• A video by Natasha Berg explores how ChatGPT can be used in education instead of being banned

Online Delivery

• Screenshots/images showing policies related to AI use at several Australian universities；
• Videos of expert presentations provide a professional perspective；
• Use a quote block design to highlight the student or researcher’s key statements；
• Set up reader polls and comments to spark deeper thinking and communication；
• Embed hyperlinks to reports and data mentioned in the article to enhance the reader’s experience

Reference

The Conversation. (2024). Media Kit 2025. https://cdn.theconversation.com/static_files/files/3535/Media_kit_2025.pdf?1731559569