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Abstract
The widespread free access to generative artificial intelligence (GenAI) has radically shifted the educational landscape. Schools find themselves largely unprepared to navigate this new terrain: both in understanding how to harness the potential of GenAI for educational enhancement and developing strategies to ensure student integrity in demonstrating authentic learning outcomes. This study reports on a design-based research collaboration between a regional Australian university and a secondary school to address these challenges through policy and practice innovation. The aim was to both promote and maintain academic integrity, alongside considering how GenAI might be harnessed for educational benefit and lifelong learning. Over six months, researchers and educators worked collaboratively to analyze school staff needs using a whole-school survey and focus groups, followed by co-design of policy and pedagogical responses, which were iteratively tested and refined. Key findings revealed that staff required clear guidance on acceptable GenAI use, consistent policy enforcement, and professional learning. The project has resulted in the development of policy, procedure, and support resources that have been released as an Open Education Resource. The findings offer practical insights for schools navigating GenAI integration and contribute to broader discussions on educational change, assessment validity, and ethical technology use.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
International Journal of Changes in Education, Volume 3, Issue 4, 2026, 493-503
https://doi.org/10.47852/bonviewIJCE52026912
Publication date: 15 Aug 2026
Online publication date: 21 Nov 2025
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