This study investigates students’ perspectives on the integration of generative Artificial Intelligence (AI) in higher education assessment. As part of a broader project aimed at developing improved assessment practices that incorporate AI guidelines, the study seeks to support students’ learning and prepare them for lifelong learning and work-life in the age of AI.

Drawing on six focus group discussions with 22 students from 10 study programs, preliminary findings reveal a lack of dialogue between teachers and students about AI’s role in education. This has fostered a culture of silence where students hesitate to be open about their use of AI in dialogues with teachers and peers. Students reported that teachers rarely addressed AI in their teaching or provided clear guidelines on its permissible use in assessments. Instead, the students were often advised to avoid AI entirely. This lack of proactive, nuanced communication has left students uncertain and fearful of accusations of academic dishonesty even when using the university’s approved AI tools. Many described negative feelings such as shame, anxiety, and frustration, as assessment practices appeared to prioritize control over fostering learning or preparing them for professional life.

Students expressed a strong desire for open dialogue with teachers about AI’s potential in learning and professional development. They advocated for clear, consistent guidelines and the modeling of best practices tailored to their disciplines. Additionally, they called for mandatory, practical AI literacy courses for both students and teachers, emphasizing the importance of accepting AI as a legitimate tool for learning and future professional practice.

The findings highlight a perceived disconnect between the university’s cautious approach to AI and its integral role in students’ future careers. Some students questioned their instructors’ competence or willingness to engage deeply with AI, further highlighting the need for institutional change.

This project emphasizes the importance of critical thinking and ethical AI use, encouraging higher education institutions to rethink assessment practices. We propose that fostering open dialogue and collaboration with stakeholders such as students and representatives from the workforce, offers promising solutions for developing more meaningful guidelines to improve actual practice of AI use. By engaging students as active collaborators, teachers can also address the challenges posed by AI while leveraging its potential to enhance learning and better prepare students for future work-life.

Keywords: Artificial Intelligence in Higher Education, Rethinking Assessment, Students' perspectives.