Outputs

Here is where you will find our latest outputs. We will continue to update this page as we progress through the project.

Papers

Bearman, M., Fawns, T., Corbin, T., Henderson, M., Liang, Y., Oberg, G., Walton, J., & Matthews, K. E. (2025). Time, emotions and moral judgements: how university students position GenAI within their study. Higher Education Research & Development, 1–15. https://doi.org/10.1080/07294360.2025.2580616.
Henderson, M., Bearman, M., Chung, J., Fawns, T., Buckingham Shum, S., Matthews, K. E., & de Mello Heredia, J. (2025). Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Assessment & Evaluation in Higher Education, 1–16. https://doi.org/10.1080/02602938.2025.2502582.

Survey Instrument

The survey developed to collect student data in 2024 is offered here under creative commons:

Chung, J., Henderson, M., Pepperell, N., Slade, C., Liang, Y. (2024). Student perspectives on AI in Higher Education: Student Survey. Student Perspectives on AI in Higher Education Project. https://doi.org/10.26180/27915930

Summaries

2-pager: HEDx Survey Highlights – Feedback – Handout
(April 2025)

Highlights from the survey relating to student use of GenAI for feedback, created in preparation for our panel at the HEDx Future Solutions Conference, April 2025.

HEDx Survey Highlights – Feedback – Handout

2-pager: HEDx Survey Highlights – usage – Handout
(October 2024)

Highlights from the survey, created by UQ design team in preparation for our panel at the HEDx Future Solutions Conference, October 2024.

HEDx Survey Highlights Handout

1-pager: Guidance for Academics: How students talk about GenAI
(August 2024)
Guidance for students and academics created by UQ students Alessandra Tran and Claudia Indraputri, supported by Kelly and Christine, who analysed our UQ-specific student focus group data.

Guidance for Academics

Guidance for Students

Co-Designed Resources

Open source resources developed through the Co-labs will be published here as they become finalised.

Media

Students & AI: Five assumptions (Future Campus)

This series draws on emerging results from the project to question flawed assumptions about students and AI, offering a more nuanced look at issues of cheating, integrity, and learning.

Assumption 1: students lack integrity with AI (Margaret Bearman and Tim Fawns, 06/11/2024)

Assumption 2: Students Are Using GenAI in the Same Way (Jack Walton and Christine Slade, 12/11/2024)

Assumption 3: Students don’t know how to use AI critically (Antonette Shibani and Lisa-Angelique Lim, 19/11/2024)

Assumption 4: Students’ use of AI is motivated by laziness (Michael Henderson, Jennifer Chung and Alice Yu, 26/11/2024).

Assumption 5: Students Love AI (Glenys Oberg and Yifei Liang, 03/12/2004)

Selected Talks

The following talks feature or make mention of our project and insights that are emerging from it.

CRADLE webinar series – New Directions in AI Research and Practice #1: Student Perspectives on AI in Higher Education 29 August 2025. Watch here
Redefining integrity in the context of generative artificial intelligence in higher education: what are students saying? Slade, Christine, Matthews, Kelly, Chung, Jen, Liang, Yifei, and Oberg, Glenys (2025). Redefining integrity in the context of generative artificial intelligence in higher education: what are students saying?. HERDSA 2025, Perth, WA Australia, 7-10 July 2025.
Chung, J., Henderson, M., Pepperell, N., Slade, S., Liang, Y., & Yu, S.(2024). Student use of Generative AI: Findings of a multi-institutional large-scale survey. ASCILITE 2024. Melbourne.
Fawns, T., Henderson, M., Matthews, K. E., Oberg, G., Liang, Y., Walton, J., Corbin, T., Bearman, M., Buckingham Shum, S., McCluskey, T., McLean, J., Shibani, A., Bakharia, A., Lim, L., Pepperell, N., Slade, C., Chung, J., & Seligmann, A. (2024). Gen AI and student perspectives of use and ambiguity: A multi-institutional study. ASCILITE 2024. Melbourne.
Bearman, M., Ajjawi, R., Boud, D., Cormier, D., & Tomlinson, M. (October, 2024). Panel: How could generative AI change work-integrated learning? CRADLE Symposium, Deakin University.
Fawns, T. (October, 2024). AI Entanglements: Squinting into Education Futures. Plato’s Yarn, RMIT University School of Economics, Finance & Marketing.
Fawns, T. (July, 2024). Change and continuity: An Entangled Pedagogy perspective on GenAI (Watch from 36:55). Keynote: NSW HE Summit. July, 2024.
Matthews, K., Liu, D., McLean, J., Steel, A. & Maddison, S. (July, 2024). AI-Integrated HE Culture (Watch from 1:10:05). Panel Discussion: NSW HE Summit. July, 2024.
Fawns, T. (July, 2024). AI Entanglements: Squinting into Education Futures. Keynote: University of New England Learning and Teaching Symposium.
Henderson, M. (June, 2024). Generative AI and Learning Design: Enhancing or Eroding Educational Creativity? Keynote: The University of Adelaide, Festival of Learning and Teaching.