Australia’s higher education sector has a new tool to navigate the complexities of generative artificial intelligence. On 24 June 2026 the Tertiary Education Quality and Standards Agency released Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilities, the latest instalment in its ongoing assessment-reform series.

The resource provides evidence-informed, practical guidance for providers seeking to maintain rigorous assurance of learning while helping students build the evaluative judgement, critical thinking and ethical reasoning required in an AI-rich workplace.

Context and timing of the release

TEQSA, Australia’s independent national regulator for higher education, has tracked the rapid uptake of generative AI tools since late 2022. The agency’s approach began with an educative phase and has now moved toward clearer expectations for compliance with the Higher Education Standards Framework (Threshold Standards) 2021.

The new publication follows two earlier documents in the series. Assessment reform for the age of artificial intelligence (November 2023) set out core principles. Enacting assessment reform in a time of artificial intelligence (September 2025) supplied concrete examples of practice. The June 2026 resource shifts the focus to the development of adaptive student capabilities that support both learning assurance and future employability.

What the resource actually says

Authored by a panel led by Professor Jason Lodge of The University of Queensland, the document emphasises that assurance of learning must remain central even as generative AI becomes embedded in study, work and daily life. It argues that tertiary education has a distinctive role in cultivating capabilities that allow graduates to evaluate AI outputs critically, reason ethically about their use, and adapt to technological change.

Rather than prescribing one model, the resource outlines nuanced approaches institutions can adapt to their own contexts. It stresses the importance of designing learning experiences that make student thinking visible and that demonstrate achievement of learning outcomes regardless of the tools students employ.

Implications for Australian universities and colleges

Every registered higher education provider in Australia must demonstrate that its assessments confirm student achievement of learning outcomes. The new TEQSA resource reinforces that this obligation continues in an AI environment and offers practical ways to meet it.

Administrators responsible for curriculum and quality assurance will find guidance on aligning program-level outcomes with contemporary capability development. Academic staff are encouraged to redesign tasks so that the process of learning, not merely the final product, becomes the focus of evaluation.

The resource also speaks directly to the sector’s need to prepare graduates for workplaces where generative AI is routine. Institutions that integrate these adaptive capabilities into their programs are likely to strengthen both regulatory compliance and graduate outcomes.

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Stakeholder perspectives

University leaders have welcomed the clarity. Many note that the document builds logically on earlier TEQSA guidance and provides a framework that respects institutional diversity while maintaining national standards.

Academic staff associations have highlighted the workload implications of redesigning assessment at scale. They stress the need for professional development and workload adjustments to support the shift toward process-oriented and capability-focused evaluation.

Student representatives have pointed to the value of explicit guidance on ethical and effective use of generative AI, arguing that clear expectations reduce anxiety and support academic integrity.

Challenges and practical solutions

Key challenges include maintaining academic integrity without relying solely on detection tools, ensuring equitable access to AI technologies, and scaling authentic assessment across large cohorts.

The TEQSA resource suggests several practical responses. These include embedding reflective components that require students to explain their reasoning and tool use, using staged assessment that captures the development of ideas over time, and designing tasks that are inherently difficult to complete satisfactorily with AI alone.

Institutions are also encouraged to develop clear policies on acceptable AI use that are communicated consistently to staff and students.

Connections to broader sector developments

The release coincides with ongoing national conversations about the future of assessment and the skills graduates need. It complements work by Universities Australia and other peak bodies on graduate employability and curriculum renewal.

Internationally, similar discussions are occurring in the United Kingdom, Canada and parts of Europe, where regulators and institutions are likewise grappling with the implications of generative AI for quality assurance.

Future outlook

TEQSA has signalled that it will continue to monitor sector practice and may issue further resources or expectations as the technology evolves. Providers that begin implementing the guidance now will be better positioned for any future regulatory scrutiny.

The emphasis on adaptive capabilities also aligns with longer-term workforce needs. Graduates who can evaluate information critically, reason ethically and adapt to new tools are expected to remain in demand across industries.

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Actionable insights for institutions

University administrators and academic leaders can begin by auditing current assessment practices against the principles outlined in the new resource. Mapping where and how adaptive capabilities are currently developed can reveal gaps and opportunities.

Professional development programs for staff should incorporate the guidance, with particular attention to designing assessments that make learning visible. Collaboration across faculties can help share effective approaches and reduce duplication of effort.

Finally, institutions are encouraged to engage students in the conversation, ensuring that policy and practice reflect the realities of how learners are already using generative AI tools.