Ben Harris-Roxas poses a simple but vital question: What does it actually mean to secure an assessment?

What is the promise of the Castlereagh Statement? It articulates foundational principles, creating a shared foundation from which education can evolve.

Manisha Thakkar & Lauren Woodlands reflect on the highlights of the HERDSA 2026 conference in Singapore, including reflecting on the lessons learned from the keynotes.

Jelena Rukavina Vuckovic investigates what the rapid rise of gen AI means for teaching and learning now and into the future.

Mahmoud Elkhodr & Ergun Gide explore a structured framework (SAGE) to allow students to meaningfully use AI, while extending beyond the AI outputs.

Sonia Khosa unpacks where humans still hold the cards in the age of AI - discernment, agency and connection.

Bronwyn Alton reimagines what assessment may look like as we enter the age of AI and the role of real-world assessment tasks.

Ruby-Ngoc Nguyen, Walter Barbieri & Emily Dollman investigate the paradox of security in creative assessments, and in the process reveal key insights about assessment in the age of AI.

Have you considered the dark side of genAI? Janine Arantes certainly has. In this post, Janine explores the capacity of genAI to cause psychosocial harm, particularly for those undertaking carework.

Daniel Andrews, Georgina Stephens & Tim Fawns unpack the argument that securing assessment in the genAI era is a waste of time; and in doing so lead us to reconsider what really matters when we assess students.