Canadian universities are facing a significant challenge as they adapt to concerns over artificial intelligence (AI) being used to cheat on exams. The rise of generative AI tools, such as ChatGPT, has made it easier for students to produce essays and answer complex questions almost instantaneously. This shift follows the transition to online exams during the COVID-19 pandemic, which has left many institutions scrambling to find effective assessment methods.

In the United States, reports of widespread AI cheating have led to a surge in the sale of traditional "blue books" for pen-and-paper exams. Canadian educators are now considering similar measures. Some professors are reverting to handwritten exams, while others are experimenting with oral assessments or integrating AI into their teaching methods. A recent study by KPMG revealed that 60% of Canadian students reported using generative AI for their schoolwork.

"We are definitely in a moment of transition with a lot of our assessments," said Karsten Mundel, co-chair of the University of Alberta's AI Steering Committee. He noted an increase in handwritten exams at his institution, as well as new approaches that encourage students to reflect on their use of AI in assignments. Mundel emphasized the importance of understanding AI's role in education, stating, "I get worried when AI in any educational context gets boiled down to this tool of cheating. I think it's an exciting time right now because of the transformations that it will bring."

Katie Tamsett, vice-president academic of the University of Alberta's student union, acknowledged that while some students misuse AI, it is essential to recognize its relevance in the workforce. "As students, we're seeing that in the workforce, AI is being used. And so when we're doing our courses in university, we want to be seeing that AI is being incorporated as a tool," she said. Tamsett's student union is actively discussing best practices for AI use in academic settings.

Melani Vevecka, president of the University of Toronto Students' Union, shared her positive experiences with pen-and-paper exams but noted that they can pose challenges for students with anxiety or learning disabilities. "Part of the challenge to accommodate everybody is figuring out what kind of assessments will hold value in a world where students can probably generate a decent essay within a few minutes," she explained. Vevecka believes universities should focus on educating students about AI rather than imposing vague restrictions.

Jennifer Figner, provost and vice-president academic at the British Columbia Institute of Technology, criticized the trend of reverting to in-person exams as a "fear-based" response. She urged educators to explore how to incorporate AI into assessments instead of avoiding it. Figner expressed concern that the ease of cheating with AI could disadvantage honest students. She also highlighted the limitations of current software designed to detect AI cheating, which can lead to wrongful penalties.

Christina Hendricks, academic director at the University of British Columbia's Centre for Teaching, Learning and Technology, noted that while some professors are returning to handwritten exams, others are maintaining computer-based assessments under supervision. She acknowledged that the education sector must rethink its assessment strategies in light of AI's growing presence. "What are we teaching? What do students need to know in their future lives, as people in an AI world and for their careers, and how do we adjust our activities and assessments to match that?" Hendricks asked, highlighting the existential questions facing educators today.