TLDR: The University of Sydney has implemented a forward-thinking policy allowing students to utilize generative AI tools like ChatGPT in most assessments from 2025. This strategic shift emphasizes educating students on the ethical and effective use of AI, moving beyond bans to foster essential skills for the modern workforce. The university has also partnered with Microsoft to provide free access to Copilot for Web and offers student-developed guides on responsible AI use.
The University of Sydney is leading a significant transformation in higher education by officially permitting students to use artificial intelligence tools, including OpenAI’s ChatGPT, in the majority of their assessments starting in 2025. This progressive stance marks a departure from initial fears of widespread cheating, instead focusing on equipping graduates with crucial skills for an AI-driven professional landscape.
Under the new ‘sector-leading’ policy, AI usage will be the default rule for assessments, with exceptions for exams, in-semester tests, or specific instances where instructors explicitly prohibit it. From the second semester of 2025, the university will adopt a ‘two-lane approach’ to assessments. This will involve secure, in-person assessments where AI use is restricted, alongside ‘open’ assessments where all available tools, including generative AI, can be freely utilized. Professor Joanne Wright, Deputy Vice-Chancellor of Education at the University of Sydney, stated, ‘This is a substantial change to our teaching, assessment and program design, and it is absolutely necessary to ensure our graduates are equipped with the tools they need for the modern workforce.’ She further emphasized, ‘Generative AI has already had a profound impact on workplaces and our graduates are expected to demonstrate skilled use of the relevant tools in job interviews.’
To facilitate this integration, the university has partnered with Microsoft, making its generative AI tool, Copilot for Web, available to all students and staff at no cost. This initiative is complemented by regular training sessions designed to maximize the benefits of these tools.
Recognizing the importance of responsible AI use, the University of Sydney has also collaborated with its students to develop practical guidance. A new online resource, ‘AI in Education,’ co-designed by students and staff, provides advice on crafting effective prompts, acknowledging AI use in assignments, and applying AI across various disciplines. This resource also offers ideas on how generative AI can aid learning, such as explaining complex concepts, brainstorming, proofreading, or generating practice questions for job interviews. Professor Adam Bridgeman, Pro Vice-Chancellor (Educational Innovation), highlighted the necessity of this collaborative approach: ‘The truth is that many students know more about AI than most of us. They’re going to be using this technology for 50 or 60 years so it’s essential we equip them to use it productively and responsibly. It makes sense that we collaborate with our students as we embed AI into their educational experience.’
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The university’s shift comes amidst a broader discussion within the education sector regarding the impact of generative AI. While some institutions initially banned these tools, the University of Sydney’s approach reflects a belief that embracing and teaching ethical AI use is vital for future readiness. The institution’s leadership in this area was recognized when it was named ‘AI University of the Year’ at the inaugural Future Campus awards in 2024. This strategic pivot aims to transform AI from a perceived threat to academic integrity into a revolutionary teaching and learning tool, ensuring that students are not left behind in a rapidly evolving technological landscape.
