The University of the Free State (UFS) will discontinue the use of AI detection software across all faculties and academic activities from 1 July 2026, signalling a major shift in how the institution approaches academic integrity in an increasingly AI-enabled higher education environment.

The decision follows growing international concern about the accuracy, consistency, and appropriate role of AI detection technologies, including Turnitin’s AI detector. While these tools were introduced to identify AI-generated content, evidence is increasingly suggesting that they cannot consistently distinguish between human and machine-generated writing, raising concerns about accuracy, bias, and due process.

According to Prof Anthea Rhoda, Deputy Vice-Chancellor: Academic, the move reflects the university’s commitment to protecting both academic integrity and fairness.

“Academic integrity remains central to the work of the university,” says Prof Rhoda. “What is changing is our approach. Rather than relying primarily on technologies whose outcomes remain contested within global higher education contexts, we are reaffirming the importance of academic judgement, transparent assessment practices, and the responsible use of generative AI.”

From July, Turnitin’s AI detection functionality will no longer be available to staff or students at the university. However, Turnitin’s similarity-checking tools will remain in use to support similarity detection and academic writing development.

Building authentic assessment in an AI-enabled world

This decision forms part of a broader institutional shift towards more authentic, developmental, and process-orientated assessment practices. Faculties and academic staff are being encouraged to implement assessment approaches that emphasise critical thinking, originality, disciplinary engagement, and iterative learning.

This includes the greater use of reflective, oral, practical, and developmental assessment components where appropriate.

According to Prof Francois Strydom, Senior Director of the Centre for Teaching and Learning (CTL), the transition presents an opportunity for universities to rethink how learning is assessed in a rapidly changing digital environment.

“The conversation around AI in higher education cannot only be about detection,” says Prof Strydom. “It must also focus on how we design meaningful learning experiences and assessments that encourage critical engagement, creativity, reflection, and responsible knowledge production in an AI-enabled society.”

Prof Strydom says universities globally are increasingly recognising that academic integrity cannot be reduced to automated systems.

“Assessment design, academic relationships, and sound academic judgement remain central to maintaining integrity. This shift allows us to place the focus back on learning and development rather than relying on technologies whose limitations continue to be discussed internationally.”

Supporting staff and students through the transition

Prof Rhoda says the university recognises that both staff and students are navigating rapid changes in teaching and learning environments shaped by generative AI technologies.

“We are operating in a moment of significant transition in higher education,” she says. “Our responsibility extends beyond monitoring technology use to helping students and staff develop the skills, ethical awareness, and critical thinking needed to engage responsibly with AI in academic and professional contexts.”

The university will continue to provide guidance on the ethical and pedagogically sound use of generative AI tools. This includes a focus on transparency, appropriate attribution, and the development of AI literacy as an increasingly important academic competency.

For students, the shift means that AI detection tools will no longer form part of assessment or academic integrity processes. At the same time, the university reaffirmed that students remain responsible for producing original work and for using generative AI tools honestly and appropriately within institutional guidelines.