Assuring Learning in the Age of AI: Strategic Insights and Sector Directions- Preliminary Benchmarking Report
Year: 2025
Type: article
Abstract: Executive SummaryThis report presents findings from the first in a series of three sector-wide events led by Torrens University Australia as part of an Assurance of Learning in the Age of AI initiative. Drawing on an ASCILITE panel discussion (29 October 2025) with five institutional leaders from Curtin University, Flinders University, Edith Cowan University, University of Sydney, and Torrens University Australia, together with reflections collected via Padlet from the more than 100 higher-education professionals, the report captures perspectives from both panelists and participants. Together, these insights launched the benchmarking phase of the initiative.Building on the ASCILITE 2025 paper, Assurance of Learning in the Age of AI: A Sector Scan and Future-Focused Call to Action (Logan-Fleming et al., 2025) this report identifies a sector united in its desire to move beyond reactive compliance toward credible, sustainable, and human-centred assurance of learning (AoL). Across discussions, panelists and participants emphasised the need to reconceptualise AoL as a strategic capability that scaffolds learning across the student journey, rather than a bureaucratic process centred on assessment. Integrity, participants argue, is best built through guidance, support, and authenticity, not policing.This report also highlights the realities shaping implementation. Participants described persistent pedagogical capability gaps, heavy workload pressures, and inequities amplified by rushed assessment reforms. Growing incidents of generative AI misuse reinforced the need for educative, program-level assessment design that embeds AI literacy, ethical practice, and inclusive learning processes. Participants also called for governance and workload structures that balance accountability with trust, providing the time and support required for meaningful curriculum redesign.A strong message that technology alone cannot assure learning emerged. This was reinforced by participants who expressed frustrations with opaque, disconnected systems, and procurement decisions driven by convenience rather than pedagogy. Effective AoL in an AI-rich environment, requires interoperable systems, transparent practices, and staff capability development in an ecosystem where technology enhances rather than replaces human judgement.
Source: Figshare
DOI: 10.25905/30866858
Authors: Logan-Fleming, Danielle, Thakkar, Manisha, Parrish, Dominique, Martinez Pacheco, Selene, Jones, Helen
Institution: Torrens University Australia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7114996321