Rethinking Examinations in the Age of AI - Enhancing Student Agency and Inclusion Through Universal Design for Learning

As generative AI reshapes higher education, many institutions are reintroducing invigilated exams to uphold academic integrity. However, traditional exam models impose rigid scheduling and accessibility barriers, limiting student agency and inclusivity.

In response, the University of New England (UNE) has pioneered an innovative, Universal Design for Learning (UDL)-aligned examination approach that prioritises flexibility, equity, and student well-being.

UNE’s model eliminates the constraints of fixed exam times and venues, allowing students to choose their own start time within a minimum 24-hour window - extending up to two weeks for some exams - while maintaining rigorous supervision. Students can also sit exams in their preferred environment, removing barriers such as travel, venue-based accessibility limitations, and environmental sensitivities. This approach supports diverse student needs, including those with disabilities, caregiving responsibilities, and assistive technology requirements. By permitting personal adjustments - such as the presence of dependents or comfort animal/s - UNE fosters a more inclusive, student-centred exam experience.

This initiative directly aligns with UDL 3.0 by embedding flexibility in assessment design while preserving academic integrity in an AI-driven educational landscape. Drawing on student feedback and participation data, this presentation examined the impact of UNE’s model on student experience, retention, and engagement. Through an interactive discussion, attendees explored how technology-enabled flexibility can be integrated into institutional assessment strategies to balance exam security with learner agency. By showcasing a scalable, inclusive approach to examinations, this session provided practical insights for rethinking assessment in the digital age.