Institutional alignment with TEQSA’s generative AI principles in Australian universities: A national document analysis with implications for ICT education Authors Dr Amara Atif University of Technology, Sydney https://orcid.org/0000-0003-0381-0343 Dr Meena Jha Central Queensland University https://orcid.org/0000-0001-9854-8426 Prof Deborah Richards Macquarie University https://orcid.org/0000-0002-7363-1511 Dr Alessia Cibin University of Technology, Sydney DOI: https://doi.org/10.14742/ajet.11001 Keywords: AI-based assessments, ICT education, digital competency, GenAI policies, academic integrity, institutional alignment, document analysis Abstract Global interest in artificial intelligence- (AI) supported assessment is growing; however, few studies have examined how institutional responses align with regulatory standards, particularly in information and communications technology (ICT) education. This study conducted a national-level document analysis of publicly available resources from 39 Australian universities offering ICT programmes, exploring how institutions are responding to generative AI integration in assessment practices against the Tertiary Education Quality and Standards Agency’s two core principles: preparing students to engage ethically in an AI-driven world and ensuring reliable and trustworthy assessments of student competencies. As ICT-specific documentation was largely absent from the public domain, findings were drawn predominantly from generic university-wide policies, with ICT serving as a case context where discipline-specific guidance is notably lacking. Findings revealed encouraging progress in institutional positioning, with publicly available documents indicating increased policy articulation, referenced training initiatives and stated commitments to AI literacy. However, the analysis also exposed inconsistencies in policy coherence, limited ICT-specific guidance and substantial variation in how GenAI is addressed across institutional documents. The paper recommends stronger integration of AI ethics, clearer communication of permitted AI uses and targeted professional development for ICT staff, contributing to evolving discourse on responsible AI use and equitable, future-ready assessment design.   Implications for practice or policy: ICT course leaders should develop discipline-specific GenAI guidance for technical assessments, largely absent across Australian universities. Institutional leaders should invest in operational governance structures, documented in only 7 of 39 universities. Sector bodies should develop discipline-specific extensions to existing GenAI frameworks, as institution-level principles have not produced targeted ICT guidance. Assessors should prioritise process-based and authentic ICT assessment designs, referenced by only 21 universities. Downloads Download data is not yet available. Metrics Metrics Loading ... Author Biographies Dr Amara Atif, University of Technology, Sydney Dr Amara Atif is a Lecturer (equivalent to an Assistant Professor in the American system) at the School of Computer Science within the Faculty of Engineering and IT, University of Technology Sydney, Australia.  Dr Meena Jha, Central Queensland University Dr. Meena Jha: With a degree in Electronics and Communication Engineering and a Master and Ph.D. in the area of Computer Science, I am a researcher and educator in the field of computer science and IT in the School of Engineering and Technology (SET), at Central Queensland University (CQUniversity) in Sydney, Australia.  Prof Deborah Richards, Macquarie University Professor with the School of Computing in the Faculty of Science and Engineering at Macquarie University. She is currently the Industry and External Relations Director for the School and Director of Virtual Reality Lab. Dr Alessia Cibin, University of Technology, Sydney Dr Alessia Cibin is Expert in Participatory Design | URBACT, European Union Interreg Program; Night-Time Economy Specialist and Policy Analyst | Stadtnachacht; Member of Planning Institute of Australia (Editor, New Planner) ; Chair | Night Governance Working Group, International Night Studies Network and Member of International Public Policy Association Downloads PDF Published 2026-07-04 How to Cite Atif, A., Jha, M., Richards, D., & Cibin, A. (2026). Institutional alignment with TEQSA’s generative AI principles in Australian universities: A national document analysis with implications for ICT education. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.11001 More Citation Formats APA Harvard MLA Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX Issue Early Release Articles Section Articles License Copyright (c) 2026 Dr Amara Atif, Dr Meena Jha, Prof Deborah Richards, Dr Alessia Cibin This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0. This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.