How are Economists adapting assessments for a GenAI world

This paper examines how economics academics are responding to the emergence of Generative AI (GenAI) in higher education, drawing on a pulse survey of 103 academics (72% UK-based, 28% international) and insights from focus group and panel discussions. The research highlights notable variations in institutional policies, assessment adaptations, and support mechanisms. While UK universities appear to be developing more structured approaches to AI integration, concerns about academic integrity, inclusivity, and insufficient institutional support persist across all contexts. The findings suggest that effective integration of GenAI requires comprehensive policy frameworks, targeted support systems, and innovative assessment strategies that embed evaluation within the broader learning process. Economics academics are experimenting with a range of approaches, from GenAI-assisted tasks to redesigned assessments that emphasise critical thinking and authentic application of economic concepts. Yet this period of transition remains marked by uncertainty, inconsistent guidance, and fragmented institutional responses. The challenge now is not whether to integrate GenAI into economics education, but how to do so in ways that uphold academic integrity, foster meaningful learning, and sustain trust in educational outcomes.