Generative artificial intelligence (GenAI) is now a reality in higher education, with students and professors integrating chatbots into teaching, learning and assessment. But this isn’t just a technical shift; it’s reshaping how students and educators learn and evaluate knowledge.
Our recent qualitative study with 28 educators across Canadian universities and colleges — from librarians to engineering professors — suggests that we have entered a watershed moment in education.
We must grapple with the question: What exactly should be assessed when human cognition can be augmented or simulated by an algorithm?
