Essays in Economics in ICU: Resuscitate or Pull the Plug?

This study investigates the perspectives of the UK Economics academics regarding the impact of using text-generative AI (GAI) on teaching, learning, and assessment in higher education (HE), with a specific focus on essays. The survey of academics’ perceptions encompasses considerations of academic integrity, employability skills, and ethical GAI use. The responses unveiled a range of significant findings regarding the present condition of essay-based assessment in Economics education, emphasising the numerous complexities and potential advantages. Despite GAI’s disruptive potential, the majority of respondents confirm the continued importance of written communication skills for Economics graduates. Academics recognise the value of essays in skills development, but favour departing from conventional formats to uphold academic integrity. There is an emphasis on refining traditional marking criteria, and elevating assessment questions along Bloom’s taxonomy is deemed vital for critical thinking and producing future-ready graduates. Respondents recognise the need to impart ethical awareness among students when using GAI while exploring innovative pedagogies to develop and assess the new GAI skill set. Finally, most express interest in learning more about GAI and its educational applications, either through self-experimentation or structured events and GAI training. Overall, the study reveals a complex topography of perspectives, highlighting the need for subtle, collaborative approaches as academics carefully evaluate strategies to leverage GAI’s potential while evolving assessments and pedagogies.