Category Archives: Artificial Intelligence (AI) and GenAI tools

Is your organisation ready for AI? This page is designed for education leaders, policy makers, and institutional planners. Based on New Zealand research and global examples, it offers guidance on developing AI policies, supporting staff capability, managing change, and embedding AI into organisational strategy in a safe, equitable, and future-focused way. Continue reading →

Using AI responsibly means understanding the risks. This page provides tools and frameworks for evaluating data privacy, bias in algorithms, and the broader ethics of automation in education. Learn how to apply critical oversight, develop organisational guidelines, and ensure AI use protects both learners and educators. Continue reading →

Tertiary education in Aotearoa must reflect and uphold cultural identity. This page shares resources developed with Māori and Pacific educators to ensure AI tools align with te Tiriti o Waitangi and community values. You’ll find guidance on culturally safe design, questions for talanoa, and ways to embed tikanga and language into AI-powered education. Continue reading →

How do we ensure assessments remain meaningful when AI tools can generate essays or solve equations? This page explores how tertiary educators can maintain academic integrity and redesign assessment for authenticity. It draws on both local research and international guidance to help navigate originality, authorship, and ethical use of AI in learner evaluation. Continue reading →

AI can enhance — not replace — good teaching. This page showcases how educators are using AI to boost engagement, save time, and personalise learning. From AI tutors that adapt to learner needs to digital teaching assistants that support content creation and lesson planning, you’ll find examples and prompts to start experimenting in your own context. Continue reading →

This page introduces key concepts, explains how AI differs from general digital tools, and outlines what “AI literacy” means for today’s educators and learners. We also highlight the difference between digital literacy (the ability to use tech) and AI literacy (the ability to question, refine, and critically engage with AI). Continue reading →

This research designed, and is trialling, two types of AI-powered verbal conversational assessments. By integrating verbal conversational AI, the research aims to create a more engaging and interactive environment that encourages deeper reflection and sustains deeper student interest. Continue reading →

This research project investigated the specific challenges, impacts, and potentials of utilising Gen AI to support the learning of reading and writing or beginning te reo Māori for Aotearoa foundation and bridging ākonga. Continue reading →

This report synthesises the design, implementation, and evaluation of InclusiveAI.nz, a website with resources intended to support inclusive approaches to assessment in Aotearoa New Zealand by building AI literacy for diverse ākonga and for educators. Continue reading →

This project outlines the current challenges and opportunities AI presents for Tertiary institutions. It has led to the creation of 3 guides that aim to build educator, and organisational capability with using AI tools. Continue reading →