{"id":30114,"date":"2026-01-23T12:46:11","date_gmt":"2026-01-23T04:46:11","guid":{"rendered":"https:\/\/www.curtin.edu.au\/news\/?p=30114"},"modified":"2026-01-23T12:52:25","modified_gmt":"2026-01-23T04:52:25","slug":"tfo-ai-education","status":"publish","type":"post","link":"https:\/\/www.curtin.edu.au\/news\/tfo-ai-education\/","title":{"rendered":"AI\u2019s impact on education in Australia: podcast insights"},"content":{"rendered":"\n<p>With almost 80% of Australian students using generative AI tools like ChatGPT and Microsoft Copilot, the role of AI in education is no longer a question for the future \u2013 it\u2019s a present-day reality.<sup> <\/sup><sup>1<\/sup><\/p>\n\n\n\n<p>To unpack the effects of AI on children\u2019s education, Alex Jenkins joined <em><a href=\"https:\/\/curtin.edu\/x2p2cn\" data-type=\"link\" data-id=\"https:\/\/curtin.edu\/x2p2cn\">The Future Of<\/a><\/em> for a wide-ranging conversation on how AI could reshape learning over the next decade \u2013 and how students and educators can respond to it right now.<\/p>\n\n\n\n<p>Alex Jenkins is a leading voice on AI adoption in education in Western Australia, and also advises universities, government and research institutions on how AI can be used responsibly at scale.<\/p>\n\n\n\n<p>Below are highlights from the discussion. You can listen to the full episode, <em><a href=\"https:\/\/curtin.edu\/6x95mc\" data-type=\"link\" data-id=\"https:\/\/curtin.edu\/6x95mc\">The Future Of AI in Education<\/a><\/em>, on Apple Podcasts, Spotify and more.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-rich is-provider-spotify wp-block-embed-spotify wp-embed-aspect-21-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"Spotify Embed: AI in Education: tutors, learning models and integrity\" style=\"border-radius: 12px\" width=\"100%\" height=\"152\" frameborder=\"0\" allowfullscreen allow=\"autoplay; clipboard-write; encrypted-media; fullscreen; picture-in-picture\" loading=\"lazy\" src=\"https:\/\/open.spotify.com\/embed\/episode\/0qNVJIyn2qnfGCRZxeFp3v?si=d9f0e67bb3744979&amp;utm_source=oembed\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">How AI could personalise learning at scale<\/h2>\n\n\n\n<p>Classrooms are built around shared timelines, but students don\u2019t all learn at the same pace. Alex explains how AI could change that.<\/p>\n\n\n\n<p>\u201cIt\u2019s helpful to start by thinking about how a normal classroom works. Say we\u2019re studying maths \u2013 we go into class, learn about fractions for three weeks, and then we move on to number properties.<\/p>\n\n\n\n<p>\u201cBut the reality is that students don\u2019t learn at the same rate \u2013 especially in areas like mathematics \u2013 yet they\u2019re expected to follow the same learning schedule.<\/p>\n\n\n\n<p>\u201cWhat we see is that students don\u2019t gain complete mastery over topics, and over time, they lose confidence in learning new things. A lot of students end up saying, \u2018I can\u2019t do maths\u2019 and they internalise that.<\/p>\n\n\n\n<p>\u201cThis is almost a universal experience, and it\u2019s a failure of our education systems.<\/p>\n\n\n\n<p>\u201cOn the other hand, we know that when students are tutored one-on-one, their performance improves significantly.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p><em>\u201cBefore AI, we never had the capacity or resources to give every child a tutor. But now, we have technology that can understand each student\u2019s strengths, how they learn, and support mastery before moving on.\u201d<\/em><\/p><\/blockquote><\/figure>\n\n\n\n<p>\u201cI hope that we can deploy generative AI like this at scale. By 2035, teaching could be supported by technology that acts as a personal tutor, guiding students through their educational journey.\u201d<\/p>\n\n\n\n<p>If AI tutors are deployed at scale in our classrooms, how will they be regulated, who will own them, and what happens to the data they collect? Find out in the <a href=\"https:\/\/curtin.edu\/6x95mc\" target=\"_blank\" rel=\"noreferrer noopener\">full episode<\/a>.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/curtin.edu\/x2p2cn\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"500\" src=\"https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-1000x500.jpeg\" alt=\"Teacher Teaching School Kids Using Laptop In Classroom.\" class=\"wp-image-30112\" srcset=\"https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-1000x500.jpeg 1000w, https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-740x370.jpeg 740w, https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-480x240.jpeg 480w, https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-1260x630.jpeg 1260w, https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-1520x760.jpeg 1520w, https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_528769189-1920x960.jpeg 1920w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/a><figcaption class=\"wp-element-caption\">Deployed at scale, generative AI can act as a personal tutor, guiding students through their educational journey at their own pace.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Why AI is forcing universities to rethink assessment<\/h2>\n\n\n\n<p>Traditional university assessments assume students work, think and write independently \u2013 but generative AI has changed that almost overnight.<\/p>\n\n\n\n<p>\u201cI once could ask my students to write an essay on the history of World War II in two weeks and then mark that essay. Now we live in a world where an AI can generate a high-quality essay in 30 seconds.<\/p>\n\n\n\n<p>\u201cUniversities around the world \u2013 Curtin included \u2013 began using tools like Turnitin to detect AI-generated content. But these tools are never 100% reliable \u2013 you end up with students accused of cheating when they haven\u2019t, and students who have cheated slipping through the net.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p><em>\u201cThe proliferation of AI platforms requires a proper rethinking of how we assess learning \u2013 because the technology isn\u2019t going away \u2013 and students will be using it in the workforce.\u201d<\/em><\/p><\/blockquote><\/figure>\n\n\n\n<p>\u201cCurtin is running a program called <a href=\"https:\/\/www.curtin.edu.au\/assessment2030\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Assessment 2030<\/em><\/a>, which asks: what do we want students to leave university with, and how do we assess those skills meaningfully?<\/p>\n\n\n\n<p>\u201cI\u2019d love to see exams that look very different. We\u2019re already seeing things like the return of oral examinations. But imagine coming into an exam, sitting down at a university-provided computer, and being examined with AI as part of the process.\u201d<\/p>\n\n\n\n<p>So, which skills still matter in an AI-enabled world and how are universities redesigning assessment to reflect that? In the <a href=\"https:\/\/curtin.edu\/6x95mc\" target=\"_blank\" rel=\"noreferrer noopener\">full episode<\/a>, you can discover how learning and assessments are changing.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">How can high school and university students use AI without undermining their learning?<\/h2>\n\n\n\n<p>AI is already part of how many students study \u2013 the challenge is learning how to use it without it doing the thinking for you.<\/p>\n\n\n\n<p>\u201cI have two top tips for students who use AI.<\/p>\n\n\n\n<p>\u201cMy first piece of advice is to learn how to use AI in a way that supports your thinking, rather than replaces it.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p><em>\u201cIf you\u2019re working on a problem, say to the AI: I need to understand how to do this. Don\u2019t give me the answer \u2013 guide me towards the correct method.\u201d<\/em><\/p><\/blockquote><\/figure>\n\n\n\n<p>\u201cEssentially, treat AI more like a tutor than an answer machine. That relationship matters, and it\u2019s as simple as telling the AI how you want it to behave. It will respond differently \u2013 and respect those boundaries.<\/p>\n\n\n\n<p>\u201cI\u2019d also strongly advise students always to ask the AI for links, for sources, and for where its claims are coming from \u2013 then dig into the primary source yourself.<\/p>\n\n\n\n<p>\u201cThese systems still hallucinate \u2013 they make things up, just like people do. And particularly in an academic setting, that\u2019s not acceptable.<\/p>\n\n\n\n<p>\u201cVerifying sources is an important skill in education and learning. Fact-checking helps ensure AI is not misleading you.\u201d<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Key takeaways for students<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Prompt AI to act as a tutor, not an answer machine.<\/li>\n\n\n\n<li>Verify sources and follow them back to the original material.<\/li>\n\n\n\n<li>Get familiar with your course, university or school AI guidelines.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">How can educators use AI to strengthen their practice?<\/h2>\n\n\n\n<p>For educators, using AI well starts with curiosity \u2013 and a willingness to test its strengths and limitations in real classroom contexts.<\/p>\n\n\n\n<p>\u201cIt really comes down to experimenting with AI. See what it does well and what it doesn\u2019t do well \u2013 and don\u2019t be afraid of it.<\/p>\n\n\n\n<p>\u201cThere are all kinds of classroom activities you can do \u2013 like asking the same question to AI models from different regions, say one from the US and one from China, and comparing how they respond.<\/p>\n\n\n\n<p>\u201cEducators can also use AI to support more inclusive and accessible learning experiences.<\/p>\n\n\n\n<p>\u201cSay you have a lesson plan, but you also have a student with additional needs \u2013 maybe someone on the autism spectrum with a special interest. You can take that lesson plan and make it about trains, or soccer players, or whatever their interests are.<\/p>\n\n\n\n<p>\u201cThe Autism Academy recently won a large grant from the Department of Communities to help build generative AI activities for neurodiverse students. I was a partner in that project, and it\u2019s fantastic to see educators really benefitting from AI in practical ways.<\/p>\n\n\n\n<p>\u201cIt\u2019s also important that educators treat AI output as if it\u2019s coming from an untrusted individual. If it makes a claim you\u2019re unsure about, always ask where it got that information from.\u201d<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Key takeaways for educators<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Experiment with AI to understand what it does well.<\/li>\n\n\n\n<li>Use AI to customise learning experiences for different student needs.<\/li>\n\n\n\n<li>Apply professional judgement and verify AI-generated information.<\/li>\n<\/ul>\n\n\n    <section class=\"block articles mimas-grid\" id=\"\" data-grid-type=\"full\" data-bg=\"gray\">\n            <div class=\"article\" >\n            \n            <img decoding=\"async\" src=\"https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2025\/12\/TFO-device-1000px.jpg\"\n                 alt=\"\">\n\n            <div class=\"article__content\">\n                                <h2>Get the\u00a0full story<\/h2>\n\n                <p>Understand what\u00a0we\u2019re\u00a0risking\u00a0and what\u00a0we\u2019re\u00a0gaining\u00a0when AI is a cornerstone of our classrooms.\u00a0\u00a0<\/p>\n\n                                                                                                        <div class=\"article__links\" data-link-style=\"default\">\n                                                                                                                                                        <a href=\"https:\/\/curtin.edu\/z41vz0\" target=\"_blank\"\n                                   class=\"default\" aria-label=\"Listen now\">Listen now<span class=\"ico ico-arrow ico--deep-blue ico--small\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 32 32\"><path d=\"M15.71 2.29l-1.42 1.42L25.59 15H3v2h22.59l-11.3 11.29 1.42 1.42L29.41 16 15.71 2.29z\"\/><\/svg><\/span><\/a>\n                                                    <\/div>\n                    \n                            <\/div>\n        <\/div>\n    <\/section>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\">References&nbsp;<\/h4>\n\n\n\n<p><sup>1<\/sup><sup>&nbsp;<\/sup>Australia Digital Inclusion&nbsp;Index (2025)&nbsp;<a href=\"https:\/\/digitalinclusionindex.org.au\/case-study-the-ai-divide-in-australia\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Case study: The AI Divide in Australia<\/em><\/a>,&nbsp;Australia Digital Inclusion Index, accessed 19 Jan 2026.&nbsp;<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>With almost 80% of Australian students using generative AI tools like ChatGPT and Microsoft Copilot, [&hellip;]<\/p>\n","protected":false},"author":4477,"featured_media":30111,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":true,"_oasis_is_in_workflow":0,"_oasis_original":0,"_oasis_task_priority":"","_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"4989,8578,4658,4671,6383,7896","_relevanssi_noindex_reason":"","wds_primary_category":126,"wds_primary_research-areas":0,"footnotes":""},"categories":[126],"tags":[1119,497,306,1357],"research-areas":[],"class_list":["post-30114","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-artificial-intelligence-2","tag-education-and-technology","tag-innovation","tag-the-future-of"],"acf":{"post_components":false,"post_options":{"":null,"additional_content":{"title":"","content":"","image":false},"related_courses":[{"title":"Graduate Diploma in Education","qualification":"","link":"https:\/\/curtin.edu\/6r4v8q","description":"A one-year pathway for graduates looking to become primary or secondary teachers, combining classroom placements with practical skills for creating inclusive, technology-enabled learning environments.","faculty":"Humanities"},{"title":"Master of Artificial Intelligence","qualification":"","link":"https:\/\/curtin.edu\/2xdtzj","description":"An advanced postgraduate course focused on machine learning, neural networks and ethical AI, culminating in an industry-based project that prepares you to build responsible, real-world AI solutions.","faculty":"Science and Engineering"}],"credits":{"author":"","photographer":"","media":false},"display_author":true,"banner":{"image":false}}},"featured_image":"https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2026\/01\/AdobeStock_424729563-1000x500.jpeg","author_meta":{"first_name":"Caitlin","last_name":"Crowley","display_name":"Caitlin Crowley"},"publishpress_future_action":{"enabled":false,"date":"2026-04-22 08:40:33","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/posts\/30114","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/users\/4477"}],"replies":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/comments?post=30114"}],"version-history":[{"count":0,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/posts\/30114\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/media\/30111"}],"wp:attachment":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/media?parent=30114"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/categories?post=30114"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/tags?post=30114"},{"taxonomy":"research-areas","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/research-areas?post=30114"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}