Generative Artificial Intelligence (GenAI) has been named as one of the UK government’s ‘five technologies of tomorrow’ (Science and Technology Framework 2023, Department for Education) and it is already delivering wide societal benefits, across healthcare, climate science, and logistics. Within education, AI is transforming how educators and students interact with learning, presenting unique opportunities and challenges. This article explores AI’s role in Further Education (FE), particularly within Access to Higher Education Diplomas, and how institutions can shape AI integration responsibility and effectively.
AI and the Access to HE Diploma
Access to Higher Education Diplomas play a critical role in providing pathways for adults to enter higher education. With over 40,000 students historically enrolling annually nationwide, the demographic is diverse, including significant numbers from disadvantaged backgrounds, ethnic minorities, and those with disabilities or learning difficulties. The Diplomas support social mobility by equipping learners with the skills needed for university progression or employment across fields such as health professions, engineering, creative arts and computing.
CAVA’s Approach to AI in Education
CAVA is committed to ensuring that AI integration in assessment and learning supports student achievement while maintaining academic integrity. To achieve this, we have developed comprehensive guidance for our member colleges and institutions, focusing on responsible and ethical AI use. The guide prioritises the importance of students' independent work, proper referencing skills, and how AI-generated content can be incorporated appropriately into assessments to reflect genuine student achievements, while guarding against misuse.
CAVA is committed to ensuring that AI integration in assessment and learning supports student achievement while maintaining academic integrity. To achieve this, we have developed comprehensive guidance for our member colleges and institutions, focusing on responsible and ethical AI use. The guide prioritises the importance of students' independent work, proper referencing skills, and how AI-generated content can be incorporated appropriately into assessments to reflect genuine student achievements, while guarding against misuse.
Key aspects of this guidance include:
- Equity and Accessibility: AI has the significant potential to level the educational playing field. It can support students with special needs, non-native English speakers, and adults balancing work and study by offering personalised support, AI-driven tutoring, and accessible content creation tools.
- Academic Integrity: Ensuring a culture of academic integrity is a key priority. Undeclared AI use is classified as academic misconduct, reinforcing the importance of students developing their own skills. Tutors are encouraged to design assessments that require critical reflection, oral presentations, and practical applications to ensure authenticity and deeper engagement.
- AI Literacy: As human-AI collaboration becomes standard, incorporating AI literacy into assessment is essential. Study Skills units - which already develop seminar skills, critical thinking, and research capabilities - could evolve to include responsible and reflective AI use, preparing students for the workforce and higher education.
- Ethics and Data Privacy: AI’s adoption must prioritise safeguarding sensitive student and institutional data. CAVA’s guidance emphasises strategies to mitigate risks such as bias, misinformation, and privacy breaches, ensuring AI serves as a support tool rather than a replacement for critical thinking and independent learning.
Collaboration and Sector engagement
CAVA believes that AI’s role in education should be shaped through collective dialogue. To support FE institutions in navigating AI’s opportunities and challenges, CAVA is actively engaging with colleges, awarding bodies and policymakers to:
Assist institutions in developing clear AI policies and ethical guidelines
Facilitate discussions on AI literacy and its role in assessment models
Encourage collaborative learning environments where students and tutors explore AI’s potential together.
Advocate for authentic assessment models that align with evolving workforce demands.
Work towards a sector-wide statement of principles on AI’s use in education
Promote a "human in the loop" approach, ensuring AI complements human creativity and judgment rather than replacing it.
CAVA believes that AI’s role in education should be shaped through collective dialogue. To support FE institutions in navigating AI’s opportunities and challenges, CAVA is actively engaging with colleges, awarding bodies and policymakers to:
Assist institutions in developing clear AI policies and ethical guidelines
Facilitate discussions on AI literacy and its role in assessment models
Encourage collaborative learning environments where students and tutors explore AI’s potential together.
Advocate for authentic assessment models that align with evolving workforce demands.
Work towards a sector-wide statement of principles on AI’s use in education
Promote a "human in the loop" approach, ensuring AI complements human creativity and judgment rather than replacing it.
Conclusion: Shaping the future of AI in FE
The evolving nature of AI raises questions about traditional assessment models. Should educators permit "hybrid submissions," blending AI-generated and original work? How can, and should, assessments prioritise future competencies, such as AI literacy, over past knowledge?
As AI reshapes education, designing engaging assessments that deter misuse while promoting critical AI literacy is essential. By incorporating AI literacy, addressing ethical considerations, and fostering future-focused assessments, we can prepare adult learners for a world increasingly shaped by AI.
CAVA remains committed to supporting responsible AI integration in FE. If your institution is exploring AI in assessment and would like to engage in this discussion, please reach out, we would love to take part in the conversation.
The evolving nature of AI raises questions about traditional assessment models. Should educators permit "hybrid submissions," blending AI-generated and original work? How can, and should, assessments prioritise future competencies, such as AI literacy, over past knowledge?
As AI reshapes education, designing engaging assessments that deter misuse while promoting critical AI literacy is essential. By incorporating AI literacy, addressing ethical considerations, and fostering future-focused assessments, we can prepare adult learners for a world increasingly shaped by AI.
CAVA remains committed to supporting responsible AI integration in FE. If your institution is exploring AI in assessment and would like to engage in this discussion, please reach out, we would love to take part in the conversation.
Keywords:
Generative AI
Access to HE Diplomas
Academic Integrity
AI Literacy
Further Education sector
Adult Education
Generative AI
Access to HE Diplomas
Academic Integrity
AI Literacy
Further Education sector
Adult Education