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Toward an Assessment Policy for AI Integration in Tertiary Institutions: Perceptions of Lecturers' Practices in One Tertiary Institution in Eswatini
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Abstract
This paper seeks to create a database for drafting an assessment policy for AI integration in tertiary institutions in Eswatini, based on lecturers’ perceptions regarding the integration of AI tools in assessments. A qualitative approach was employed, utilising an ethnographic survey administered to twenty-five lecturers at a single tertiary institution to collect data on their use of AI, their attitudes toward AI use in education, and their concerns regarding its impact on assessments. The study, based on the Technological Acceptance Model (TAM), revealed that lecturers embraced AI due to its practicality, ease of use, efficiency, tailored learning, enhanced instruction, and creative, innovative approaches. However, with the emergence of issues such as students abusing AI in tests, lecturers having trouble telling the difference between responses produced by AI and those provided by humans, and declining creativity levels due to over-reliance on AI, lecturers felt the need for a policy addressing the ethical use of AI in assessments. In order to foster the responsible use of AI, this study, proposes an AI strategy that balances AI and traditional methods, stresses ethical use of AI, underscores the role of assessment methods resistant to AI manipulation, calls for staff continuous professional development, and visualises the role played by feedback mechanisms in AI-powered assessments. We acknowledge that although comprehensive, these findings could be further strengthened with broader national data.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 0107
Country
Eswatini
Region
Africa
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Date
2025-09
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Commonwealth of Learning (COL)