GenAI policy evolution at Southern Cross University

Abstract

Southern Cross University (SCU) has adopted a proactive, educative, and iterative approach to integrating Generative Artificial Intelligence (GenAI) into learning and assessment. Recognising the limitations of early binary models, SCU developed and trialled increasingly nuanced frameworks, culminating in a practical and pedagogically aligned three-level model. This model categorises assessments based on permitted GenAI use and is embedded into formal assessment infrastructure, offering clarity for students and staff while promoting ethical and context-sensitive engagement. Supporting materials, including descriptor guidelines and task-specific use cases, were co-developed with educators and students and informed by empirical research on student responses to GenAI use. This paper outlines the policy journey, highlighting how SCU’s model balances institutional integrity, academic innovation, and sector guidance.