Many educational institutions were largely expected to be gripped by the recent wave of concern. It is now feared that students using AI tools may undermine the credibility of online examinations. This has caused at least the Association of Chartered Certified Accountants, the largest accounting body globally, to withdraw from online examinations. Recently, the institute announced that starting in March, most of its students will be required to take exams in person. This has ended a practice that was introduced during the Covid pandemic. Remote examinations will be allowed only in rare and exceptional circumstances. At first glance, this adjustment to policy is not alarming. It is within the rights of all educational institutions to establish particular criteria for their assessments. What is concerning is the perception of AI tools as a catalyst for misconduct. Although it is certainly disheartening that numerous individuals take advantage of the opportunity, abolishing remote examinations could be detrimental to students residing outside the urban centres of their countries.
For them, a single exam would entail the burden of extra travel and accommodation expenses. Nonetheless, this does not negate the numerous difficulties that online exams have introduced. In 2022, the Financial Reporting Council, which oversees audits and accounting in the UK, indicated that cheating is a pressing issue among major firms, including elite auditors like the Big Four. In that year, US regulators imposed a $100 million penalty on EY after it was discovered that employees had cheated on ethics exams and the company faced allegations of deceiving investigators. At this juncture, particularly given that vast sums are being invested in the advancement of AI, it is crucial to strike a balance between technology and conventional teaching methods. Given that fundamental messaging applications now enable users to request AI assistance in drafting or finalizing messages, envisioning a world in which examinations are entirely unaffected by AI seems quite challenging. Given the current circumstances, it appears that academic institutions will need to be innovative as well. Institutions should also recognize the significance of the fact that a generation is currently being brought up with LLMs and other AI tools. The problem extends beyond examination venues, with reliance on AI being even more pronounced during the learning phase. In an environment that moves quickly and is filled with distractions, students are sure to seek methods for lightening their academic load.
They rely on AI to summarise articles or provide the key takeaways – tasks that students used to do independently. In the realm of shortcuts, seeking AI assistance is simply a smart tactic. Of course, upon entering the exam hall, they show a greater inclination towards AI tools. In addition to carrying out on-site examinations, accountancy organizations such as Association of Chartered Certified Accountants ought to implement modifications to curricula and pedagogical approaches. Rather than annual exams, short assessments could be conducted throughout the year, placing greater emphasis on group activities than on individual tasks. The organisation can collaborate with accountancy firms to provide students with the necessary exposure for a better understanding of accountancy concepts. It is no longer realistic to think of a world without AI; the path ahead is to introduce some modernity into teaching and learning.