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With the rollout of a new assessment framework and updates to the Academic Integrity Policy in Semester 2 2025, Educational Innovation hosted two student panels to explore the University’s new AI policy. Students and academics shared their experiences and discussed the evolving role of AI in higher education.

The sessions sparked many thoughtful questions from the audience, and while we couldn’t address them all live, below are responses from student panelists to those we missed.

AI and You at the University of Sydney
8 & 14 August 2025 (11am – 12pm)

Download the presentation slide deck
View recordings: Session 1 | Session 2
Recording transcripts: Session 1 | Session 2

When and how should AI use be acknowledged (e.g., in a thesis or essay)? Is there a standard for citing AI tools like there is for bibliographies?

The Current Students website has information on AI in assessments, including details on how to acknowledge its use. You should also consult the unit outline and assessment details in Canvas for any additional requirements that your coordinator may have. For example, for some assessments, the methods section may require additional details.

What tools (e.g., Grammarly, GPT Study Mode) are appropriate for use before submission?

Check the assessment table in your unit outline to check whether AI tools are allowed - this will be the case for all assessments you complete out of class. If AI is allowed, you can use any AI tool. You need to acknowledge any tools that use generative AI, such as translation tools, paraphrasing tools, or referencing tools. You are not required to acknowledge tools used for word processing, or which only correct basic spelling and grammar.

How can I check plagiarism/AI percentage when I submit my work through Turnitin on canvas?

The Turnitin similarity score is now available for students to view. The AI percentage is only available to the Office for Educational Integrity.

Can students still receive standards-based feedback?

Yes. Remember that "open" assessments are designed for learning and to provide feedback that is helpful to future learning.

Why do some open assessments prohibit AI use?

AI use cannot be prohibited for open assessments. However, that does not mean that you should use AI tools to complete them, because doing so may mean that you do not learn. Your educators will provide guidance on how to use AI in ways that will help you learn- and may well suggest that you do not use AI tools.

Will units be required to feature a mixture of lane 1 and lane 2 assessments, or is it possible you could have a fully AI-allowed or AI-prohibited unit?

Every program (i.e. degree or part of a degree such as major or specialisation) has secure assessments designed to assure learning and that each graduate has acquired the stated outcomes. To achieve this, your units will have a mixture of open and secure assessments to promote learning and to measure it. Some units may have only secure assessments, some may have only open assessments and most will have a mix of both open and secure assessments. The design of the program balances these.

Can Turnitin or Canvas show AI or plagiarism percentages?

Similarity detection software, such as Turnitin, detects how similar your work is to other work within its large database of published material and assignments submitted by students across the world. The similarity score is a measure of this. It is not a 'plagiarism percentage' since all good assignments build on previous knowledge appropriately referenced. A low or zero similarity score would be just as suspicious of plagiarism or poor work as a very high one.

Are AI detectors reliable?

The reliability of AI detectors varies and the University does not use them to independently demonstrate plagiarism. Rather, in open assessments, such as written work, you need to acknowledge the use of AI tools and are encouraged to use them to extend your learning rather than replace it.

When Assessment instructions say 'You are not permitted to use AI tools to produce an assessment' does this mean we can still get standards-based feedback on assessment drafts per Canvas information?

Please check your unit outline for information on whether you are permitted to use AI tools for an assessment. AI use will be prohibited or controlled in supervised environments, such as exams, orals, question and answer sessions in class and in other in-class situations such as laboratories or studios. You may receive feedback on these but for some, such as exams, you may not as they are primarily for you to demonstrate your learning. Open assessments, where AI use is allowed, are designed to provide feedback on your learning and so you will receive this in ways that are appropriate to the task - for example, this could be your grade on an online quiz or detail comments on an essay.

Is using AI for programming syntax or essay drafting considered cheating?

Please consult your unit outline for details on the use of AI in your assessments. Assuming the programming or essay drafting are not being completed as part of supervised, in class activities or exams, then AI use is allowed with appropriate acknowledgement of its use.

What’s the line between using AI for support and becoming over-reliant?

Your educators will advise you on the most helpful ways to learn in your discipline. A useful question to ask yourself is whether you are learning.

Do paywalled tools like ChatGPT Plus create unfair advantages?

There is the potential for paywalled tools will accentuate existing gaps in opportunities for students to access resources. As happens for other resources, such as textbooks, universities will provide the tools necessary to complete assessments. These include Copilot and Cogniti which has access to a number of generative AI models.

Are older or less tech-savvy students disadvantaged?

While mature or less tech-savvy students may be at a disadvantage when it comes to using AI, universities have adopted strategies to support their learning. One example is dedicating class time to teaching effective and ethical AI use, and how it applies within their field of study.

The steeper learning curve is often for those with limited experience with technology overall—including some unit coordinators, teachers, and academics—who may not yet be aware of what AI can do or how students are using it.

The good news is that older or less tech-savvy students aren’t actually that far behind. It’s just a matter of jumping in and getting past that initial barrier. Even minimal engagement can lead to a basic understanding of how AI works. And you can always ask AI itself to help you write better prompts!

Would you use AI in quizzes if it were allowed?

It depends on the type of quiz. If the questions focus mainly on facts and figures, AI can likely handle over 95% of the work. However, if the quiz involves applying skills or solving complex problems, AI can assist but often struggles to complete the task end-to-end. These types of questions require deeper understanding and input from the student.

If it's low stakes I would avoid AI. Weekly quizzes can be a great check on your progress.

Ideally, quizzes that allow AI should focus on skill application rather than simple recall. That said, if AI is permitted, most students would definitely use it to support their learning.

Does AI use affect your confidence in the value of your degree?

That depends on your degree and your perspective. A good starting point is to reflect on the value of your degree—why you chose it, what aspects AI might replace, and what it can’t. The skills that AI can’t replicate are often the most valuable, and those are the ones to focus on and build confidence in.

AI may take over certain tasks, but that can free up time to develop other high-value skills, such as solving complex, nuanced problems that require human insight. It’s not about losing skills—it’s about a shift in which skills matter most.

Your unit coordinators and course designers are here to support you in gaining the expertise that will make you valuable in your field.

How do you learn how to use AI?

Experiment, experiment, experiment!

AI tools are still relatively new, so you don’t need years of training to catch up.

If you’re just starting out, try talking to AI like you would a person. Ask it both simple and complex questions to get a feel for its strengths and limitations. Then, try using it to help solve problems and see how it performs.

To take your skills further, explore the many resources available online - including the University of Sydney’s AI in Education resources page. These guides can help you write better prompts, provide the right context, and discover useful tools.

Everyone learns to use AI differently, so learn from others and adapt what works for you. To get the most out of it, customise your approach, critically assess the responses it gives, and keep challenging it with new and more complex problems.

The University Library runs regular sessions that introduce students to generative AI and how to use it effectively and responsibly.

Does AI use hinder curiosity or cognitive development?

The key word in this question is "hinder." If we interpret it to mean "harm" or "eliminate" curiosity and cognitive development (defined here as critical thinking), then the answer is no.

There’s no fixed pattern for curiosity—it’s deeply personal and often driven by human experiences, which AI cannot fully replicate. In fact, AI tools can act as facilitators of curiosity, helping users explore ideas and ask better questions. Critical thinking often emerges from curiosity, and AI can support that process rather than replace it.

It’s also important to remember that AI isn’t as intelligent as it’s sometimes portrayed. It’s a tool—not a substitute for human insight or creativity.

What are the environmental impacts of AI?

When approaching this question, we acknowledge the significant energy consumption of AI, however, we believe as students/educators we are not the right/appropriate entities to answer these types of questions. We also believe that only speaking about the environmental impact of AI is reductive, as we use technology in almost all aspects of our lives (i.e. the internet, laptops, smartphones), and to discuss one means we must discuss the others. Nevertheless, while the environmental impact is real, we cannot negate the fact that AI is a useful tool for students to use.

How is USYD contributing to responsible AI innovation?

The University of Sydney is leading the world in exploring the effective and responsible use of generative AI in education. Other universities around the world are adopting our AI platforms like Cogniti and our approach to assuring the value of assessments and your degree.

How do we ensure AI is held to high ethical standards?

When using AI, it’s important to follow strong ethical principles—like protecting people’s well-being, respecting human values, ensuring fairness, safeguarding privacy, and making sure AI is reliable, transparent, and accountable.

If you're a student at the University of Sydney, you're expected to understand and follow these principles as part of your enrolment. This includes upholding the responsibilities outlined in the Student Charter.

The University also has clear rules about how technology can and can’t be used. These are set out in the Acceptable Use of ICT Resources Policy 2025, which strictly prohibits using AI or other tools to access or create restricted or inappropriate content.

Will AI replace universities or make degrees less relevant?

A meaningful discussion can be had even if we remove "AI" from the question, however, we believe that universities and degrees will remain relevant. We argue that the purpose of a university degree is for students to gain skills they can bring into the workforce. In the near future, knowing how to use AI meaningfully and skilfully will become a prerequisite for many jobs, therefore, these skills will need to be obtained in some form of learning environment. USYD's two-lane approach is indicative that the university understands the importance of such skills for not only the futures of their students but also for our degrees.

Are students at risk of losing essential skills?

For this question, we define "essential skills" as the skills you obtain within your individual degrees. For English that could be learning how to write critically, for Business, that could be learning how to effectively communicate. These skills, however, have transformed throughout time. Early iterations of universities prioritised oral speaking skills and exposure to classic rhetoric. Now, learning how to use new technologies and implementing modern skillsets are prioritised. AI is a part of these "modern skillsets", and therefore, we argue that rather than losing essential skills, students are learning new skills.

Who can access my interactions when I use AI tools like Copilot?

With Microsoft Copilot provided through the University, your interactions are private to you. If you upvote or downvote an AI response in Copilot, Microsoft is sent a copy of your prompt to help it improve its services.

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