Whether you teach a course, lead a program, or support student learning at UNSW, Bloom can be deployed in a day, including custom course material ingestion, alignment with your assessment framework lane, and convenor-controlled student access. Existing UNSW deployments span Business and Engineering.

Chief Scientist, UNSW AI Institute

Toby Walsh

Director, UNSW AI Institute

Sue Keay

Professor, School of Electrical Engineering & Telecommunications

Vijay Sivaraman

Researcher, School of Electrical Engineering & Telecommunications

Minzhao Lyu

Computing Education Researcher, School of Computer Science and Engineering

Jake Renzella

School of Computer Science and Engineering

Hammond Pearce

Manager of Educational Technology Support

Pradhiban Duraisamy

How UNSW Sydney governs and deploys generative AI in 2026: graduated assessment policy, ChatGPT Edu, Copilot, Scout, and Bloom across Business and Engineering.

University of New South Wales

UNSW frames generative AI use as "context- and task-dependent" rather than uniformly permitted or prohibited. The Levels of AI Assistance framework gives course convenors seven graduated categories: a No AI level, plus six tiers of permitted use that include Inspiration (AI for ideation only), Coach (student attempts the task first, then AI assists revision), Co-pilot, and Integral (AI use itself is part of the assessed learning outcomes).[1][2]

This is a more granular instrument than the University of Sydney's two-lane framework, which sorts assessments into one of two categories: secure (in-person, AI-prohibited) and open (AI permitted with acknowledgement).[3] UNSW's approach pushes more decisions to the course level; Sydney's pushes more decisions to the program level.

UNSW's Plagiarism Policy explicitly defines plagiarism to cover "presenting another person's work, ideas or generative artificial intelligence output as your own."[4] UNSW's broader institutional AI application strategy was scheduled to be finalised in Q2 2025, with implementation beginning Q3 2025, sitting within a stated GUIDE framework (Governance & Innovation for Digital Education) overseen by the Pro-Vice-Chancellor Education office.

This institutional posture sits within an active research environment. UNSW launched the UNSW AI Institute in September 2022, supporting more than 300 academics and over 50 research groups across all faculties. The Institute is led by Director Dr Sue Keay, with Scientia Professor Toby Walsh as Chief Scientist.[5]

Bloom has been deployed at UNSW since 2023, beginning in the UNSW Business School in courses across Economics, Accounting, Information Systems, and the MBA program. It has since extended into the Faculty of Engineering, including four Electrical Engineering & Telecommunications courses, Mechanical and Manufacturing Engineering, and Civil and Environmental Engineering.

Bloom was featured as an "Emerging Innovation" showcase at UNSW's Education Festival in November 2023, hosted by Gary Liang, Aleksandra Balyanova, and DJ Thornton from the School of Economics.[6]

In March 2025, Bloom and UNSW jointly received a $480,000 Australia's Economic Accelerator (AEA) Ignite grant for SPARK (Sovereign Pedagogical AI for Reinforcing Knowledge), focused on computing education.[7] The UNSW collaborators are Lorenzo Lee Solano, Jake Renzella, Sasha Vassar, Hammond Pearce, and Andrew Taylor from the School of Computer Science and Engineering.

In November 2025, Professor Vijay Sivaraman and Dr Minzhao Lyu of UNSW's School of Electrical Engineering & Telecommunications presented "Increasing Student Engagement with an AI Tutor" at UNSW Engineering's Culture & Curriculum education festival, describing the deployment of a Bloom course-specific AI tutor across four EE&T courses.[8] Their session described the tutor as "designed with a teaching persona that stimulates curiosity and reasoning rather than just giving away answers," contrasting it with generic AI assistants that recent research has linked to over-reliance and passive consumption.

Unlike commercial productivity AI, Bloom is purpose-built for pedagogy: Socratic guidance, calibrated feedback, and the deliberate withholding of direct answers.

Alongside Bloom, three other generative AI tools are in active institutional use at UNSW: an OpenAI ChatGPT Edu agreement for staff, a Microsoft Copilot deployment for staff and students, and Scout, a custom-built agent for student services.

ChatGPT

Microsoft Copilot

Scout

AI at UNSW Sydney: Adoption, Policy & Tools (2026)

Use of AI for assessments

Guidance on AI in assessment

Two-lane approach to assessment in the age of AI

UNSW Plagiarism Policy and Procedure

UNSW AI Institute

UNSW Education Festival 2023, Detailed Program (Engaging Industry in Education)

Bloom AI and UNSW Secure $480K Grant from Australia's Economic Accelerator

UNSW Engineering Education Festival 2025, Culture & Curriculum, Detailed Program

UNSW Sydney inks Australia's biggest ChatGPT Edu deal with OpenAI

UNSW Sydney signs landmark agreement with OpenAI

UNSW's Scout: Simplifying student life with agentic AI technology

If you teach a course at Newcastle and want to evaluate Bloom, Bloom can be deployed in a day: course-specific material ingestion, alignment with your course coordinator's GenAI guidance, and convenor-controlled student access. Existing deployment is in first-year mathematics.

Professor of Pure Mathematics; Director, CARMA

Florian Breuer

Saiful Islam

Karen Blackmore

Zara Ersozlu

How the University of Newcastle governs and deploys generative AI in 2026: principles-first policy, Microsoft Copilot, Studiosity, and Bloom in first-year mathematics.

University of Newcastle

Newcastle's Policy on the use of Generative AI in Teaching, Learning and Assessment applies to all students and staff engaging in those activities.[1] The policy is permissive in principle. GenAI use does not automatically constitute misconduct, and staff are encouraged to incorporate it where appropriate. Within that, the policy hard-codes a few non-negotiable rules: course coordinators may explicitly prohibit GenAI on specific assessments, staff may not use GenAI to mark student work without human review and approval, and the university does not require students to purchase paid subscription tools to participate.

Newcastle's official framing of generative AI is that the institution is 'embracing the benefits that AI can offer students in their educational journeys but conscious of the need to use AI ethically'.[2] In practice, the institution takes an unusually narrow position on which tools count as institutional. Microsoft Copilot is the only generative AI assistant Newcastle has rolled out with enterprise data protection, free premium access for staff and students, and explicit endorsement.[3]

The Copilot rollout is enterprise-grade. Prompts and responses are not used to train the underlying language model, prompts are retained for 90 days under enterprise data protection, and the library specifically recommends Copilot over consumer GenAI tools for copyright compliance, on the grounds that consumer-grade services cannot match the data-handling guarantees of an institutional licence.[4]

Beyond Copilot, the only other AI service the university officially provides to students is Studiosity Writing Feedback+, integrated into Canvas. ChatGPT is referenced in institutional guidance but is not licensed at the institution level: students using it do so as individuals, under their own accounts, with no enterprise data agreement in place. Grammarly is conditionally permitted for grammar and spelling checks, with generative features requiring explicit course coordinator approval.[3]

Bloom is deployed at Newcastle as a formal research project in first-year mathematics. The project is led by Professor Florian Breuer, a number theorist and Director of the Priority Research Centre for Computer-Assisted Research Mathematics and its Applications (CARMA), alongside researchers Saiful Islam, Karen Blackmore, and Zara Ersozlu from the University of Newcastle.[5]

The study ran across both semesters of 2025 in MATH1120 (Mathematics for Science and Engineering 2), covering 472 students. Data was collected through pre- and post-experiment surveys. Breuer presented findings at the Australian Mathematical Society Annual Conference on 11 December 2025, under the talk 'Using the Bloom AI Tutor in a first-year Mathematics Course'.[7]

Breuer's stated assessment of Bloom is that it 'guides students toward understanding instead of just telling them the answer'. He has described it as 'an excellent service I intend to keep using'.[6]

Alongside Bloom, two other AI services are officially provided to staff and students at Newcastle. A third (Grammarly) is conditionally permitted but not endorsed.

Studiosity Writing Feedback+

Grammarly

AI at University of Newcastle: Policy & Tools (2026)

Policy on the use of Generative AI in Teaching, Learning and Assessment

What is the University's current stance on the use of generative artificial intelligence (such as ChatGPT and Copilot)?

AI tools at the University of Newcastle: What can I use? (students)

Why using Microsoft Copilot is important for copyright compliance

Professor Florian Breuer, Staff Profile

How schools and universities are introducing AI tutors at scale

Using the Bloom AI Tutor in a first-year Mathematics Course (AustMS 2025 Conference Booklet, p. 136)

If you teach at UWA and want to evaluate Bloom for your unit, Bloom can be deployed in a day: course-specific material ingestion, alignment with your tier classification under the UWA framework, and convenor-controlled student access. Existing deployment is in the Graduate Certificate in Tertiary Teaching.

Deputy Vice-Chancellor (Education and Student Experience)

Guy Littlefair

Professor, School of Engineering; Chair, Generative AI Think Tank

Zach Aman

Associate Professor, School of Social Sciences; Deputy Chair, Generative AI Think Tank

Celeste Rodriguez Louro

Professor, Graduate School of Education; Coordinator, Graduate Certificate in Tertiary Teaching

Mark Pegrum

How the University of Western Australia governs and deploys generative AI in 2026: tiered assessment framework, no AI detection, and Bloom in the Graduate Certificate in Tertiary Teaching.

University of Western Australia

UWA's approach to generative AI is governed centrally. In 2024 the university established a Generative Artificial Intelligence Think Tank as an Expert Advisory Panel to the University Executive, chaired by Professor Zach Aman of the School of Engineering and deputised by Associate Professor Celeste Rodriguez Louro of the School of Social Sciences.[1]

The institutional position, articulated publicly by Deputy Vice-Chancellor (Education and Student Experience) Professor Guy Littlefair, is built around three values: 'Collaborative responsibility', 'Data-informed and human-driven agility', and 'Sustainable innovation'. UWA advocates a tiered approach to AI tools with differentiated security levels based on data classification, and emphasises 'human in the loop' across deployments.[1][2]

For student assessments, unit coordinators classify each task into one of three tiers: Tier 1 (no AI permitted), Tier 2 (AI assistance permitted with acknowledgement), and Tier 3 (AI fully embedded in the task). Where AI use is permitted, students are required to include an acknowledgement statement.[3]

UWA's Academic Integrity Policy classifies as plagiarism 'intentionally or unintentionally using AI and Generative Pretrained Transformer (GPT) language as if it were your own', sitting the AI policy explicitly within existing academic integrity infrastructure rather than as a standalone regime.[4]

Bloom is in use at UWA in the Graduate Certificate in Tertiary Teaching (course 30250), a part-time program for tertiary teaching staff. The Graduate Certificate is structured as 24 credit points across four mandatory units: Theory and Practice in Tertiary Teaching, Curriculum and Assessment Design for Learning, Digital Technologies for Learning, and a Capstone for Tertiary Teaching.[6]

The deployment is coordinated by Professor Mark Pegrum from UWA's Graduate School of Education, who is the convenor of the Graduate Certificate in Tertiary Teaching. Pegrum's research spans digital literacies, mobile learning, emerging technologies in education, and AI literacy, with recent peer-reviewed publications on generative AI in language learning.[5][6]

UWA has explicitly decided not to deploy AI detection tools. The stated reasoning, from DVC Littlefair, is that 'evidence continues to mount that such tools are unreliable, inequitable and unsuitable for high-stakes assessment decisions'.[2]

The institutional response centres on assessment redesign rather than detection. UWA established a Centre for Integrity and Impact in Teaching Excellence, which houses the Learning and Assessment Design team alongside the Academic Integrity unit. DVC Littlefair has described the combination as 'somewhat unique' in Australian higher education, with Learning and Assessment Design supporting academics in redesigning assessments before submission rather than enforcing integrity policies only after the fact.[2]

In 2025, around 350 staff attended UWA's assessment workshops, and the university administered approximately 98,000 invigilated exam sittings, indicating the operational scale at which the redesign-and-invigilate strategy is being applied.[2]

AI adoption at Australian universities

UNSW

Newcastle

UWA