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Evidence & Impact

The empirical case for SAGE

SAGE is an empirically formed assessment-design framework grounded in visible student judgement — this page presents the empirical basis, sector alignment, publications and public commentary supporting the program.

Evidence base

The empirical foundation

SAGE was not designed from theory alone — it was shaped iteratively through classroom redesign, student data collection, cross-campus evaluation, and reflective refinement across three countries and multiple cohorts.

1,500+
Students across validation studies
30+
Studies across Australia, China & the UK
73%
Independently verified AI claims against authoritative sources
81%
Engaged in deep revision — rewriting or iterative refinement
How SAGE was formed
1
Classroom redesign
Assessment tasks were redesigned to embed AI explicitly, requiring students to document, verify, and defend their AI-assisted work as part of the assessment process.
2
Student evidence collection
Empirical data was gathered on how students actually engaged with AI — including verification behaviours, revision patterns, dependency levels, and how they exercised judgement.
3
Evaluation
Findings were evaluated against learning outcomes, academic integrity criteria, and sector expectations, across institutions in Australia, China, and the United Kingdom.
4
Refinement
SAGE evolved through successive cycles, with each iteration informing the pedagogical structure, policy language, and student-facing resources that constitute the current framework.
Sector alignment

TEQSA GenAI Knowledge Hub

Three SAGE-affiliated resources are listed on TEQSA's GenAI Knowledge Hub — the primary national repository for higher education good practice in generative AI. TEQSA is Australia's national higher education regulator and quality assurance authority.

Visit TEQSA GenAI Hub
Academic Integrity & Assessment Reform
Embedding generative AI in curriculum: The SAGE framework and evidence-based implementation guide
Listed under: Academic integrity and assessment reform resources — Central Queensland University
January 2026
View TEQSA listing
Student Resources & Support
Generative AI literacy and numeracy module: A SAGE framework application
Listed under: Student resources — Central Queensland University
January 2026
View TEQSA listing
Student Resources & Support
How first-year students actually use AI in permitted assessments
Listed under: Student support — Central Queensland University
January 2026
View TEQSA listing
Media & commentary

Public & sector commentary

Coverage and commentary spanning higher education trade press, university news, specialist media, and professional channels.

THE Campus
Students are asking for AI guidance, not just policy

Why higher education must move from blanket policy statements to structured, practical guidance that helps students use AI responsibly and with critical judgement.

HERDSA Connect
Students are asking for AI guidance, not just policy: A comprehensive, practical framework for AI integration

Adapted for the HERDSA community — a practical framework for embedding structured AI guidance within assessment design in higher education.

Future Campus Apr 2026
AI era must not become an excuse to default to low-tech exams

Commentary arguing that reverting to high-surveillance, low-authenticity assessment is an impoverished response to AI — and why pedagogy must keep pace with the tools students use.

CQU News
Teaching students to think with AI — not cheat with it

CQUniversity news feature on the SAGE framework's approach to making AI a visible part of assessment rather than a prohibited tool students work around.

CQU News Mar 2026
CQUniversity leads shift in AI-ready education

How CQUniversity's SAGE-based approach is equipping graduates to work alongside AI effectively, responsibly, and with the critical capacity to verify and own their outputs.

The Educator
Opinion: Teaching students to think with AI — not cheat with it

Opinion piece reframing the AI-in-education debate — from treating AI as an integrity threat to embedding it as a critical thinking scaffold within assessment design.

CQU News
Smart cities of the future could think for themselves

Research feature on AI integration in smart city systems, exploring autonomous decision-making and the role of human oversight — themes central to SAGE's pedagogical positioning.

Gladstone Today Mar 2026
CQUniversity leads shift in AI-ready education

Regional coverage of CQUniversity's SAGE-led approach to AI-integrated assessment design and what it means for graduate readiness in the region.

SciEnMag
Empowering cybersecurity education with responsible AI framework

Science media coverage of the SAGE framework applied to cybersecurity education, highlighting how responsible AI integration can deepen disciplinary critical thinking.

LinkedIn
Protect your research in the age of generative AI: Rethinking the preprint

Professional commentary on managing research integrity and preprint strategy in an era where generative AI complicates authorship, originality, and dissemination norms.

Radio & broadcast

Interviews & broadcasts

ABC Queensland
The Morning Show — Responsible AI use in education
November 2025

Interview on how educators can support students in using AI tools responsibly, including SAGE's approach to scaffolded assessment and visible AI engagement.

SBS Radio
AI's impact on the workforce — and AI-ready graduates
February 2026

Discussion on how AI is reshaping workplace expectations and how structured approaches like SAGE help prepare students for AI-integrated professional environments.

ABC Radio
Why defaulting to final exams is not the answer
May 2026

Interview following the Future Campus article — making the case that returning to high-surveillance assessment undermines authentic learning in an AI-integrated world.

Core publications

The SAGE empirical and conceptual papers

The primary peer-reviewed papers and preprints forming the direct research base for the SAGE framework, spanning cybersecurity education, systems analysis and design, assessment policy, first-year ICT, and AI use behaviour.

Implementation Guide DOI Read the Framework
  1. 1.M. Elkhodr, E. Gide, R. Wu, and O. Darwish, "ICT students' perceptions towards ChatGPT: An experimental reflective lab analysis," STEM Education, vol. 3, no. 2, pp. 70–88, 2023. [Online]. Available: https://doi.org/10.3934/steme.2023006
  2. 2.R. Sandu, E. Gide, and M. Elkhodr, "The role and impact of ChatGPT in educational practices: Insights from an Australian higher education case study," Discover Education, vol. 3, no. 1, art. 71, 2024. [Online]. Available: https://doi.org/10.1007/s44217-024-00126-6
  3. 3.M. Elkhodr and E. Gide, "The SAGE framework for developing critical thinking and responsible generative AI use in cybersecurity education," Discover Education, vol. 4, art. 225, Nov. 2025. doi: 10.1007/s44217-025-00935-3
  4. 4.M. Elkhodr and E. Gide, "AI leads, humans lead, or collaborate? Empirical findings and the SAGE roadmap for embedding GenAI in systems analysis and design education," STEM Education, vol. 6, no. 2, pp. 194–229, 2026. doi: 10.3934/steme.2026009
  5. 5.M. Elkhodr and E. Gide, "From Permission to Pedagogy: The Structured AI-Guided Education Assessment Policy (SAGE-AP) for Generative AI in Higher Education," Education Sciences, vol. 16, no. 6, art. 986, 2026. doi: 10.3390/educsci16060986
  6. 6.M. Elkhodr and E. Gide, "Embedding assurance within learning: Empirical evidence from the SAGE framework for repositioning take-home assessment in AI-integrated higher education," STEM Education, vol. 6, no. 4, pp. 584–605, 2026.
  7. 7.M. Elkhodr and E. Gide, "AI as Critic: Validating SAGE Pedagogy for Human Authority and Responsible GenAI Use in Systems Analysis and Design Education," EdArXiv Preprints, 2025. [Online]. Available: https://osf.io/preprints/edarxiv/8j3xf
  8. 8.M. Elkhodr, A. Azra, and E. Gide, "How First-Year Students Actually Use ChatGPT in Permitted Assessments: Empirical Typologies, Verification Gaps, and the Policy-Practice Divide," submitted to Discover Education, 2026. Preprint: https://doi.org/10.21203/rs.3.rs-8628653/v1
  9. 9.M. Elkhodr and E. Gide, "Assurance by Design: Embedding the SAGE Defend Step in AI-Integrated Higher Education Assessment," Frontiers in Education, 2026, accepted.
  10. 10.M. Elkhodr and E. Gide, "Supervising Research in the Age of Generative AI: The SAGE Research Framework," submitted to Journal of Applied Learning and Teaching, 2026, under review.
  11. 11.M. Fakirah, M. Elkhodr, and S. Hussain, "Promoting Critical AI Literacy in Transnational Computing Education Through a SAGE-Guided Intervention," in Proc. 2026 2nd International Conference on Artificial Intelligence and Educational Systems (ICAIES 2026), Chengdu, China, Jul. 2026.
  12. 12.M. Fakirah, M. Elkhodr, and S. Hussain, "Developing Critical AI Literacy through the SAGE Framework in Transnational Computing Education: Evidence from a UK–China Higher Education Programme," 2026, under review.
Extended research portfolio

GenAI in education — broader research base

Broader related work spanning GenAI in education, AI literacy, assessment reform, digital divide, curriculum design, and interdisciplinary applications — situating SAGE within a wider research programme.

  1. 13.M. Elkhodr and E. Gide, Eds., Generative Artificial Intelligence Empowered Learning: A New Frontier in Educational Technology, 1st ed. New York, NY: Taylor and Francis, 2025, 248 pp. doi: 10.1201/9781003422433. eBook ISBN: 9781003422433
  2. 14.R. Jamal Eddine, E. Gide, and A. Al-Sabbagh, "Generative AI in higher education: A cross-sector analysis of ChatGPT's impact on STEM, social sciences, and healthcare," STEM Education, vol. 5, no. 5, pp. 757–801, 2025. doi: 10.3934/steme.2025035
  3. 15.K. Wangsa, S. Karim, E. Gide, and M. Elkhodr, "A systematic review and comprehensive analysis of pioneering AI chatbot models from education to healthcare: ChatGPT, Bard, Llama, Ernie and Grok," Future Internet, vol. 16, no. 7, art. 219, 2024. doi: 10.3390/fi16070219
  4. 16.K. Wangsa, R. Sandu, S. Karim, M. Elkhodr, and E. Gide, "A systematic review and analysis on the potentials and challenges of GenAI chatbots in higher education," in Proc. 21st Int. Conf. Information Technology Based Higher Education and Training (ITHET), Paris, France, Nov. 2024, pp. 1–7. doi: 10.1109/ITHET61869.2024.10837608
  5. 17.A. Al Tawara, J. El-Den, E. Gide, and Y. Sebastian, "A systematic review and comprehensive analysis of AI-enabled re-skilling and upskilling in education: Transformative strategies for the future," in Proc. 21st Int. Conf. Information Technology Based Higher Education and Training (ITHET), Paris, France, Nov. 2024, pp. 1–10. doi: 10.1109/ITHET61869.2024.10837638
  6. 18.A. Al Tawara, E. Gide, and J. El-Den, "Systematic review and comprehensive analysis of integrating human-centered AI in higher education: Enhancing teaching, learning, and ethics," in Proc. 12th Int. Conf. Future Internet of Things and Cloud (FiCloud), Aug. 2025, pp. 305–312. doi: 10.1109/FiCloud61071.2025.00051
  7. 19.H. Ranasinghe, E. Gide, and M. Elkhodr, "The significance of GenAI empowered ERP systems course teaching in quality education," in Proc. 21st Int. Conf. Information Technology Based Higher Education and Training (ITHET), Paris, France, Nov. 2024, pp. 1–7. doi: 10.1109/ITHET61869.2024.10837679
  8. 20.G. Chaudhry, E. Gide, E. Yadegaridehkordi, and R. Tumpa, "Generative AI-powered teaching and learning in engineering and project management higher education: A systematic review," in Joint International Conference on AI, Big Data and Blockchain, Cham, Switzerland: Springer Nature, Aug. 2025, pp. 99–113.
  9. 21.E. Gusman, E. Gide, M. Elkhodr, and G. Chaudhry, "The benefits and challenges of using artificial intelligence in teaching English as a foreign language in higher education," in Proc. 21st Int. Conf. Information Technology Based Higher Education and Training (ITHET), Paris, France, Nov. 2024, pp. 1–7. doi: 10.1109/ITHET61869.2024.10837597
  10. 22.E. Gusman, E. Gide, G. Chaudhry, and M. Elkhodr, "A comprehensive review to identify the challenges and opportunities of using digital technology in English teaching in higher education," in International Society for Technology, Education, and Science, 2023.
  11. 23.R. Sandu, E. Gide, S. Karim, and P. Singh, "A framework for GenAI-empowered curriculum and learning resources: A case study from an Australian higher education," in Proc. 21st Int. Conf. Information Technology Based Higher Education and Training (ITHET), Paris, France, Nov. 2024, pp. 1–8. doi: 10.1109/ITHET61869.2024.10837623
  12. 24.N. Sandu and E. Gide, "Adoption of AI-Chatbots to enhance student learning experience in higher education in India," in Proc. 18th Int. Conf. Information Technology Based Higher Education and Training (ITHET), Sept. 2019, pp. 1–5. doi: 10.1109/ITHET46829.2019.8937382
  13. 25.M. Elkhodr, K. Wangsa, E. Gide, and S. Karim, "A systematic review and multifaceted analysis of the integration of artificial intelligence and blockchain: Shaping the future of Australian higher education," Future Internet, vol. 16, no. 10, art. 378, 2024. doi: 10.3390/fi16100378
  14. 26.M. Elkhodr, E. Gide, and N. Pandey, "Enhancing mental health support for international students: A digital framework for holistic well-being in higher education," STEM Education, vol. 4, no. 4, pp. 466–488, 2024. doi: 10.3934/steme.2024025
  15. 27.N. Abbasi, E. Gide, P. Kalutara, and P. Lawrence, "Barriers and opportunities in online delivery of architecture and building design studios: Australian educators' perspectives," 2024. [Online]. Available: https://archscience.org/paper/barriers-and-opportunities-in-online-delivery-of-architecture-and-building-design-studios-australian-educators-perspectives/
  16. 28.R. Jamal Eddine, E. Gide, and A. Al-Sabbagh, "Systematised evidence mapping of generative artificial intelligence (GenAI) and digital divide phenomena in higher education," Discover Computing, vol. 29, art. 157, 2026. doi: 10.1007/s10791-026-10044-w
  17. 29.A. Azra, E. Gide, R. M. X. Wu, S. Karim, and R. Sandu, "Artificial Intelligence Enhancing Learning and Satisfaction in Higher Education," in CQU Scholarship of Tertiary Teaching Online Conference, Australia, 2020.
  18. 30.A. M. Al Tawara, E. Gide, and M. El Khodr, "A Systematic Review and Framework for AI-Driven Transformation from E-Business to AI-Business in Australian SMEs," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), May 2026.
  19. 31.A. M. Al Tawara, E. Gide, and M. El Khodr, "Development of an AI-Business Transformation Framework for Australian SMEs: A PRISMA-Based Systematic Review and Design Science Approach," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), May 2026.
  20. 32.R. Agaloos, E. Gide, and M. ElKhodr, "An Analysis of GenAI Adoption Effectiveness in Philippines Healthcare SMEs," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–7. doi: 10.1109/ITHET69978.2026.11585098
  21. 33.A. Al Tawara, E. Gide, and M. El Khodr, "Development of an AI-Business Transformation Framework for Australian SMEs: A PRISMA-Based Systematic Review and Design Science Approach," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–9. doi: 10.1109/ITHET69978.2026.11584989
  22. 34.A. Al Tawara, E. Gide, and M. El Khodr, "A Systematic Review and Framework for AI-Driven Transformation from E-Business to AI-Business in Australian SMEs," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–8. doi: 10.1109/ITHET69978.2026.11585085
  23. 35.R. Agaloos, E. Gide, and M. ElKhodr, "Investigating GenAI Adoption Readiness of Healthcare SMEs in Phillippines," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–7. doi: 10.1109/ITHET69978.2026.11584974
  24. 36.H. Ranasinghe, E. Gide, and M. ElKhodr, "A Systematic Review of AI-ERP Integration for Educational Data Analytics and Institutional Insights," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–8. doi: 10.1109/ITHET69978.2026.11585168
  25. 37.A. Azra, E. Gide, S. Karim, and M. ElKhodr, "A Comprehensive Analysis to Identify the Opportunities and Challenges of GenAI-Driven Research in Higher Education," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–10. doi: 10.1109/ITHET69978.2026.11585029
  26. 38.H. Ranasinghe, E. Gide, and M. ElKhodr, "A Systematic Review of AI Applications in ERP Systems in Higher Education," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–9. doi: 10.1109/ITHET69978.2026.11585080
  27. 39.S. Karim, E. Gide, A. Azra, M. Chowdhury, and R. Sandu, "The Impact of AI on the Quality of Learning and Teaching in Higher Education," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–5. doi: 10.1109/ITHET69978.2026.11585171
  28. 40.A. Ul Hassan, G. Chaudhry, and E. Gide, "Using Generative AI to Educate and Train SMEs in Adopting Renewable Energy in Regional Australia," in Proc. 22nd Int. Conf. Information Technology Based Higher Education and Training (ITHET), Lilihammer, Norway, 2026, pp. 1–10. doi: 10.1109/ITHET69978.2026.11585089