Your agony aunt for AI: common questions answered by an expert

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Your agony aunt for AI: common questions answered by an expert

An expert from RMIT's Generative AI Lab for Education (GAILE) answers common student concerns about AI.

Confused about how AI is changing your university experience? We took 3 common student concerns to an expert at RMIT’s Generative AI Lab for Education (GAILE).

1. I’m putting hours into my assignments, but I keep hearing that students use AI to churn out quick answers and still get high grades. Are grades now just based on how well you can use AI?

It’s understandable to feel frustrated when it seems like AI could give others an unfair shortcut. These concerns are real and should be taken into consideration when talking about AI-enabled learning. Whether a student’s use of AI is appropriate or fair though, depends on how it’s being used. For more information on what constitutes appropriate use of AI, visit the Artificial intelligence in learning page.

Your most important job at university is building genuine understanding in your discipline and developing the human skills required to communicate this understanding. No matter how powerful AI becomes, it can’t replace your own personal, individualised depth of critical thinking, judgement, problem-solving and contextual knowledge you’ll need in professional practice. Employers are looking for graduates who can demonstrate why a decision is made, not just use a tool to generate an answer. Students who rely on AI to bypass developing this knowledge are ultimately at a disadvantage.

That said, AI literacy is becoming a core workplace expectation. Being able to spot errors in AI-outputs, question assumptions, and apply discipline‑specific judgement is increasingly valued across industries. University is a safe place to build those skills.

It also helps to distinguish between using AI to learn with and using AI to produce your assessment. If you’d like guidance on using AI as a study support tool, the student AI module is a great place to start. My advice would be to focus on building your discipline expertise and gradually integrate AI as a learning tool rather than a shortcut.

Behind the scenes, work is underway to redesign assessments and marking criteria. Educators are shifting the way assessment is structured to place more emphasis on the learning process, your reasoning and the progression of your ideas over time. These changes help ensure that your overall capability is being assessed.

2. I like learning through class discussion. Lately, it feels like students are turning to AI instead of talking to each other. Is there a way to fix this?

AI can be a helpful tool, but it’s important to stress that it can’t effectively replace the social, collaborative and community-building parts of learning. Workplaces across all disciplines rely heavily on people’s ability to discuss ideas, build relationships and work collaboratively. The human skills being fostered through in-class discussion and group projects are integral to prepare you to be able to thoughtfully and confidently contribute.

RMIT is actively working to strengthen the in-class experience and designing learning activities underpinned by the importance of teamwork and peer-to-peer discussion. When developing or changing course structure, student feedback is crucial, so I would encourage you to complete class surveys and provide feedback. There’s no single fix yet, but here are ways you can actively strengthen the social side of your uni experience:

Talk to your educator early – they want to foster connection as much as you do. Let them know you value discussion-focused classes and collaborative activities. They may also be able to suggest course-related opportunities like a hackathon or internships where you can meet like-minded people.
Connect through student-led initiatives – supplement your learning with university services like Peer Mentoring. Peer Mentoring pairs you with an RMIT student who has recently taken your course. It’s a relaxed, supportive space to unpack concepts, ask questions, and build confidence.
Find a club that interests you – the RMIT clubs and societies are a great place to meet peers. There are a huge number of clubs to choose from, and you can meet people across different disciplines that are looking to connect over similar interests.

3. I’m confused by what's allowed when using AI. What is acceptable and what is a breach of academic integrity?

AI technology is evolving quickly, every discipline uses AI differently based on what’s happening in each specific industry. This mean's that the integration of AI into the classroom varies from course to course (see how different educators are utilising AI). This makes it hard to determine a single set of rules that can be applied across the university. If you’re looking for a starting point, I would suggest heading to the Artificial Intelligence in learning page or reading about the ways that generative AI can support your studies.

Right now, as the technology around AI rapidly evolves, educators are working closely with industry to shape guidance that reflects professional expectations. If you’re unsure about how AI can be used in a particular course, of if you’d like to better understand the variation between programs, please check your course guide or reach out to your Course Coordinator.

When it comes to acknowledging and referencing AI use in assessments, check out the AI referencing guides created by the RMIT Library. These are living documents and will be updated as new practices emerge, so it’s worth revisiting them regularly.

Have your say on AI at RMIT

We’re creating an AI Student Advisory Board where students from all disciplines can:

Share their experiences and concerns about AI
Provide feedback directly to the university
Represent diverse viewpoints
Help shape how AI is used in learning and teaching.

No AI expertise needed, we’re looking for a broad range of lived experience.

Find out more

About GAILE

The Generative AI Lab for Education (GAILE) at RMIT was established with a sector-facing mission: to guide and enable human-centred adoption of AI in education.

We’re building GAILE as a catalyst for transformation to build understanding of where AI creates real and impactful value. With a focus on how AI can amplify the work of educators and, in turn, better support and empower students.

Together we will:

For AI: build educator capability and confidence to innovate with AI
With AI: enhance teaching, learning, curriculum and assessment
About AI: foster critical, ethical and societal understanding.

In collaboration with students, staff, industry and government, GAILE fast-tracks initiatives from concept to implementation with clarity and pace. We’re not just responding to AI, we’re building a community to shape it, always asking how it amplifies human expertise and enriches student learning.

15 April 2026

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