Technology

Ella Parker-Tam

AI, Accountability, and the University: Who Is Responsible for Student Learning?

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Driven by a commitment to transparency and trust, Ella aims to apply her research and writing experience to help institutions communicate clearly, ethically, and credibly. Ella will be joining AMETROS Learning Inc. as a Product Development intern in summer 2026 and will begin the MPC graduate program at TMU in the fall.

Generative AI is rapidly reshaping higher education, transforming how students access information, complete assessments, and demonstrate learning. While universities emphasize academic integrity and caution around AI use, students are increasingly integrating these tools into their everyday academic practices—often without clear institutional guidance. This creates a growing disconnect between how learning is formally structured and how it is actually taking place.

This research examines how leaders at Toronto Metropolitan University understand the university’s institutional responsibility in responding to AI’s impact on student learning. Guided by the question, “How do TMU leaders understand institutional responsibility in relation to AI and student learning?”, the study draws on qualitative interviews with university leaders and a content analysis of public-facing institutional websites.

Findings reveal that while AI is widely recognized as a disruptive force—particularly in relation to assessment integrity—there is no unified institutional approach to addressing its implications for learning. Institutional messaging often prioritizes risk mitigation and academic integrity, while placing the responsibility on students to navigate AI use independently. At the same time, leaders acknowledge the need for long-term adaptation, including shifts in curriculum, assessment design, and digital literacy development.

This gap between institutional messaging and student experience highlights a critical transition period for universities. Rather than treating AI solely as a threat, institutions have an opportunity to redefine their role in supporting student learning. Strengthening transparency, integrating AI literacy into curriculum, and fostering clearer communication between students and educators will be essential to maintaining trust, relevance, and the value of a university education in an AI-driven world.

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Lea Kulevska

The Desire for Permanence in a Disappearing World: The Rise of ‘Analog’ and Gen Z’s Emotional Resistance to Algorithms
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Nasma Asfour

Representation and Inclusion Experiences of International Students in Toronto
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Emily Cox

How the Return-to-Office Push Is Reshaping Office Marketing in Downtown Toronto.
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