The release of Chat GPT in November 2022 did not just change the options available to students needing ‘help’ with their homework. ChatGPT, and the subsequent release of other Large Language Models and other forms of generative AI (GenAI), such as video, audio, image, coding, etc are also changing how work is done in a wide range of industries.
Unfortunately, of course, GenAI also poses particular threats and challenges in education (a) how to safeguard academic integrity and (b) how to prepare students for a workplace where fast moving technology like GenAI is changing jobs?
What has Australia done?
The Australian parliament examined the use of GenAI through two parliamentary committees:
- the Standing Committee on Employment, Education and Training looked at the use of GenAI in the Australian education system. Their report released in August, Study Buddy or Influencer, contained 25 recommendations mostly focussed on schools and higher education.
- the final report of the Senate Select Committee on Adopting Artificial Intelligence looked at all forms of AI, not just GenAI, and where and how AI was being used across industries and its risks and benefits.
While these inquiries were underway, Ministers for Education and their officials worked on developing an Australian Framework for Generative AI in Schools which aims to “guide the responsible and ethical use of generative AI tools in ways that benefit students, schools, and society.” It was released in November 2023.
In higher education, TEQSA has been working throughout 2023 and 2024 on developing tools and guidance for providers.
TEQSA’s GenAI Good Practice Hub
TEQSA has so far developed 48 resources (videos, webinars, risk matrices, toolkits and written information) to assist providers with:
- understanding GenAI
- academic integrity and assessment
- incorporating AI in the classroom
- engaging with students about Ai
- international approaches (i.e. what other countries are doing to help providers), and
- GenAI in research.
In late 2024, TEQSA released its latest resource, an ‘emerging practice’ toolkit. The toolkit is based on advice that higher education providers gave TEQSA earlier in the year as part of a formal Request for Information process – whereby the regulator seeks specific information from providers.
TEQSA expects providers to use the toolkit to continue to improve their practices in relation to GenAI.
What about VET?
So far there has been little advice from the VET regulators on GenAI and therefore the TEQSA Good Practice Hub is a very good starting place if you are looking for guidance.
Jobs and Skills Australia is undertaking a capacity study of GenAI and its implications for the labour market and for education and training systems. And the Jobs and Skills Councils, led by Future Skills Organisation, are also examining how GenAI (and other forms of AI) are changing job roles and hence how Training Package content needs to change.
The work being undertaken by Jobs and Skills Australia and the Jobs and Skills Councils is important, but helping RTOs ensure the integrity of their assessment practices in an era of GenAI is also vital.
Even in our competency-based VET system there are a lot of written and creative assessment tasks used for students to demonstrate their competence and where AI can potentially undermine academic integrity.
While RTOs await further specific guidance, the TEQSA toolkit and the earlier TEQSA Request for Information which it is based on, are excellent resources to help your RTO think about how to deal with Generative AI. And the VDC is also offering professional development opportunities to assist RTOs in coming to grips with GenAI (both the risks and the opportunities):
- Webinar: Introduction to Generative AI (4 March 2025)
- VET AI Symposium: Harnessing AI for Transformative Vocational Education: Innovations, Strategies, and Future Directions (18 March 2025)
- Webinar: AI & Assessment (VET focus) (8 May 2025)
- Webinar: AI Ethics (28 May 2025)
- Webinar: Interactive Workshops on AI Assessment Design (17 June 2025)