A new case study on developing authentic assessments for an AI-enabled world, by academics from the University of Sydney.
As artificial intelligence continues to reshape higher education and professional practice, universities are facing an important question: how do we design assessments that develop the distinctly human capabilities AI cannot replicate?
A new case study from the University of Sydney offers one answer. By redesigning assessment within a postgraduate interaction design studio, educators have demonstrated how authentic, work-integrated learning can help students build critical thinking, creativity, empathy, ethical judgement and digital fluency – all while preparing them for an increasingly AI-enabled workplace.
Moving beyond traditional assessment
Many traditional assessment approaches continue to prioritise content recall, standardised outputs and individual artefacts. In an era of generative AI, these assessment formats are becoming increasingly vulnerable to automation and may do little to develop the professional capabilities graduates need most.
The University of Sydney’s IDEA9202 Experience Design Studio took a different approach. The teaching team redesigned assessment around three key objectives:
- embedding authentic work-integrated learning (WIL) through sustained engagement with industry clients
- developing human-centred skills and professional judgement alongside digital capabilities
- aligning assessment with graduate employability, academic integrity and future workforce expectations.
The result was an assessment model designed not only to evaluate learning, but to mirror the realities of contemporary professional practice.
Bringing real-world challenges into the classroom
At the heart of the redesign was a partnership with the Multi-Arts Pavilion, mima (MAP mima), a contemporary museum and digital arts venue in New South Wales.
Rather than working on hypothetical scenarios, students were tasked with responding to genuine client briefs and collaborating with external stakeholders throughout the design process. They had to navigate real-world constraints, present and justify their ideas, incorporate feedback and balance creativity with practical feasibility.
This approach created an authentic learning environment that helped students connect academic theory with professional practice. It also exposed them to the kinds of complex challenges they are likely to encounter in industry.
Embedding human-centred design
The assessment framework was grounded in Human-Centred Design (HCD), which places empathy, user needs and iterative problem-solving at the centre of the design process.
Students conducted site research, explored community and user perspectives, and engaged in iterative testing and refinement. Throughout the project, they were encouraged to see users as active participants rather than passive recipients of design solutions.
This emphasis on empathy, collaboration and ethical decision-making helped students develop skills that remain uniquely valuable in an AI-driven world.
AI as an enhancement, not a replacement
The case study also provides an important perspective on the role of AI in design education.
Students were encouraged to use digital and AI-assisted tools as part of their workflows, but these technologies were positioned as enhancers of creativity rather than substitutes for human judgement.
By combining digital tools, established design methods and soft skills, the unit helped students understand when and how technology can add value while reinforcing the importance of critical thinking, communication and ethical reflection.
Evidence of positive impact
Analysis comparing cohorts before and after the assessment redesign revealed encouraging results.
Students participating in the authentic, client-based assessment reported stronger development in:
- independent thinking
- responding constructively to challenges
- applying disciplinary knowledge in real-world contexts
- working effectively with digital and online tools.
The most significant improvement was seen in students’ perception of professional relevance and their ability to apply learning in authentic settings. Student feedback consistently highlighted the value of working with real clients, investigating real-world contexts and tackling genuine design challenges.
What this means for higher education
The findings suggest that authentic assessment can play a vital role in preparing students for an AI-enabled future. By focusing on real-world application, collaboration, critical thinking and ethical practice, institutions can cultivate capabilities that are difficult to automate while still developing digital confidence and adaptability.
The lessons extend well beyond design education. The combination of work-integrated learning, human-centred approaches and thoughtful use of AI has potential applications across a wide range of disciplines.
This is a brief overview with some of the key insights of the work undertaken in IDEA9202 and the evidence behind its success.
Download the case study in full below
To learn more about the assessment redesign, the pedagogical framework, the student outcomes and the implications for future-ready education, download the full case study from the Assessment and Feedback Case Study Compendium 2026.
Published On: 02/07/2026
Embedding work-integrated learning through human-centred design for an AI-driven environment
Embedding work-integrated learning through human-centred design for an AI-driven environment – case study from the University of Sydney, Australia.
