An Australian university has transitioned from traditional in-person classes to utilizing an AI chatbot, online assessments, and optional virtual tutorials for two of its courses. This move reflects a growing trend among educational institutions to integrate technology into teaching methods.
Macquarie University has introduced “Virtual Peer,” an AI tool that assists students in two compulsory psychology courses by posing questions and facilitating scenario-based learning exercises. The university emphasized that the AI components are voluntary and intended to complement the essential learning derived from online readings, quizzes, and videos.
Importantly, participation in both the core content and AI activities is not required, with students evaluated solely on distinct research projects and examinations.
Both courses included in-person instruction during the first semester of this year. The university has announced that in-person classes will resume in 2027 on a rotating semester basis, allowing students to choose the format that best fits their needs.
One student, who requested anonymity, expressed disappointment over having to switch to the online format due to complications with their degree program. “Instead of engaging in group discussions or receiving direct instruction from a tutor, we are now participating in activities guided by a robot,” the student remarked, feeling as though they were inadvertently training the AI to replace human educators.
Macquarie University clarified that the AI tool was developed in collaboration with faculty members, ensuring that its content is tailored and more specific than generic AI applications. This tailored approach may help reduce the risk of the AI generating inaccurate information. Additionally, the university has the capability to oversee student interactions with the AI service.
Despite the introduction of Virtual Peer, the courses still offer optional weekly feedback sessions conducted by paid tutors via Zoom. One introductory course provides six sessions weekly for its 400 students, while a final-year course offers ten sessions for its 700 students, averaging about one session per 70 students.
Students seeking personal feedback are encouraged to participate in these sessions, although attendance tends to fluctuate, increasing as assessment deadlines approach.
Virtual Peer is also implemented in other courses, though it is not universally available across all classes. Its usage has significantly increased, with the AI responding to nearly 80,000 student inquiries throughout 2025 and achieving a similar volume in just the first half of 2026, predominantly regarding administrative matters. According to university surveys, both students and staff generally perceive the tool as beneficial and recommend its continued use.
Macquarie University is among a select group of Australian institutions, including the University of Melbourne and the University of Sydney, that are actively incorporating AI into their educational frameworks amidst growing student engagement and criticism.
Meena Jha, an associate professor at Central Queensland University, noted that her research on AI in higher education had not revealed any universities simultaneously reducing in-person instruction while implementing AI chatbots. She cautioned that students benefit from human interaction and that substituting all traditional teaching with virtual tutors could hinder engagement.
CQU is testing its own AI solution, named “Birdy,” as a supportive tool in 24 different units. Jha has also developed an AI avatar resembling herself, dubbed Neena Chatbot, to assist her students with inquiries.
According to Jha, effective integration of AI necessitates allowing users time to explore its capabilities and understand its value, emphasizing the importance of guidance in this process.
The University of Sydney has taken a leading role in this area, with numerous faculty members utilizing its education-centric generative AI platform, “Cogniti,” for chatbots and scenario-based learning activities. The institution has made this platform available to other universities in Australia, New Zealand, and the Netherlands.
In late August, Sydney released a discussion document outlining potential futures where AI assumes greater educational responsibilities, proposing tailored instruction for each student while reducing direct contact hours with faculty. A university spokesperson stated that their aim is to empower staff to leverage technology to enhance student experiences, asserting that human judgment and relationships are irreplaceable elements of education.
Peter Chen, president of the university’s National Tertiary Education Union (NTEU) branch, expressed growing concerns among staff regarding their job security as funding shortages lead to larger classes with fewer educators. “Some staff fear job losses, while others worry that the essence of their roles will diminish, leaving them to shoulder blame when issues arise,” Chen commented.
In response to these concerns, university staff plan to go on strike on Wednesday, advocating for protections regarding AI and support in light of increasing workloads and job insecurity. Chen emphasized that the union will not agree to any proposals that do not address AI-related issues.
The university stated it remains open to negotiations but labeled the strike as “premature,” asserting that the swift advancements in AI warrant policy governance rather than being dictated by a three-year enterprise agreement.
Dr. Alison Barnes, the national president of the NTEU and a faculty member at Macquarie, remarked that university staff across the sector are committed to securing workplace agreements that address the implications of AI. “The workload crisis in universities is severe, and merely addressing the symptoms without tackling the underlying issues will not suffice,” she said.
