The University of the Free State (UFS) will stop using AI detection software across all faculties from 1 July, marking a significant shift in how the institution approaches academic integrity.

The decision follows growing international concern about the accuracy and reliability of AI detection technologies, including Turnitin’s AI detector. Research suggests these tools cannot consistently distinguish between human and machine-generated writing, raising questions about fairness and due process.

Prof Anthea Rhoda, deputy vice-chancellor for academic affairs, said the move reflects the university’s commitment to protecting both academic integrity and fairness.

“Academic integrity remains central to the work of the university,” Rhoda said. “What is changing is our approach. Rather than relying primarily on technologies whose outcomes remain contested within global higher education contexts, we are reaffirming the importance of academic judgement, transparent assessment practices and the responsible use of generative AI.”

From July, Turnitin’s AI detection functionality will no longer be available to staff or students. However, the platform’s similarity-checking tools will remain in use to support plagiarism detection and academic writing development.

Shift to authentic assessment

The decision forms part of a broader institutional move towards authentic, developmental and process-orientated assessment practices. Faculties are being encouraged to implement approaches that focus on critical thinking, originality, disciplinary engagement and iterative learning, including greater use of reflective, oral, practical and developmental assessment components.

Prof Francois Strydom, senior director of the Centre for Teaching and Learning, said the transition presents an opportunity to rethink how learning is assessed in a changing digital environment.

The conversation around AI in higher education cannot only be about detection.

“It must also focus on how we design meaningful learning experiences and assessments that encourage critical engagement, creativity, reflection and responsible knowledge production in an AI-enabled society.”

He said universities globally are increasingly recognising that academic integrity cannot be reduced to automated systems. “Assessment design, academic relationships and sound academic judgement remain central to maintaining integrity.”

Support during transition

Rhoda said the university recognises that both staff and students are navigating rapid changes in teaching and learning environments shaped by generative AI technologies.

“We are operating in a moment of significant transition in higher education,” she said. “Our responsibility extends beyond monitoring technology use to helping students and staff develop the skills, ethical awareness and critical thinking needed to engage responsibly with AI in academic and professional contexts.”

The university will continue to provide guidance on the ethical and pedagogically sound use of generative AI tools, with a focus on transparency, appropriate attribution and the development of AI literacy as an academic competency.

For students, AI detection tools will no longer form part of assessment or academic integrity processes. However, students remain responsible for producing original work and using generative AI tools honestly and appropriately within institutional guidelines.

The Centre for Teaching and Learning will provide assessment redesign support, professional development opportunities and guidance on responsible AI use. Students will have access to AI-related modules through the UFS Digital Skills and Competency Framework on the learning management system, as well as academic writing and information literacy support through the centre and the UFS Library and Information Services.