Assessment Redesign and Critical AI Literacy

The dominant narrative is shifting from detection-and-discipline to proactive AI literacy and assessment redesign. Multiple UK reports (HEPI, YouGov, OECD, D2L/Tyton, QAA) show widespread student AI use, policy gaps, and trust erosion. Institutional examples (Manchester, Bristol, Birmingham, Greater Manchester) and new frameworks (FUTURES, 6A) are emerging. A new global QS survey confirms high weekly usage (67% academics, 62% students) and a governance gap. A Chinese study adds evidence on positive student engagement with in-class AI. A new systematic review on AI literacy governance adds evidence for structural approaches.