Generative artificial intelligence (AI) in assessments

SQA’s stance for 2025–26 focuses on two key areas:

• GenAI tools and acceptable use
• GenAI tools and unacceptable use.

GenAI tools and acceptable use

The use of GenAI is only acceptable when it does not compromise (or attempt to compromise) the integrity of SQA course assessments or certification.

Learners may use GenAI tools in the following situations:

• when this does not undermine learners’ ability to demonstrate that they have the required knowledge, understanding and skills to meet the assessment standards of the qualification
• when the course or unit specifications explicitly allow such use.

Disabled learners and those with additional support needs can use assistive technologies that require the integration of GenAI to function, provided the use of this technology does not compromise the integrity of SQA’s qualifications and assessments.

GenAI tools and unacceptable use

Citations

AI-generated outputs should not be used as independent or primary sources of information for citations.

Learners studying towards SQA qualifications should use valid, reliable and authoritative sources to support their work.

Malpractice

Learners’ assessed work must reflect their own knowledge, skills and understanding, demonstrating independent competence. Inappropriate use of GenAI tools may undermine this and mean the learners’ assessed work fails to meet the marking criteria.

Additionally, learners must not submit AI-generated outputs or ideas as their own for assessment tasks that contribute towards an SQA qualification. Doing so would constitute malpractice and may result in awards being cancelled.

The fast-paced advances in GenAI technologies offer opportunities for education and assessment. Together with our partners in the education sector, we continue to explore those opportunities and to seek ways to overcome potential challenges. SQA has an ongoing programme of consultations and engagement, including various events, surveys, and focus groups, to continue to develop our understanding of the impact of GenAI on learning and teaching, and the implications for assessment.

Through this work, we have seen many examples of GenAI’s potential across the education sector. However, at present, a number of concerns remain about the potential for misuse of GenAI in assessment contexts. It is important that we embrace emergent technologies responsibly to support learners and practitioners while maintaining the integrity of SQA qualifications and ensuring equity, transparency and fairness.

Before using GenAI, it is essential to ensure that the conditions of assessment specified in the course or unit specification are always followed. This is crucial in maintaining fairness and consistency in assessment.

Learners and practitioners should consider the following points, which summarise SQA’s position:

• GenAI can be used to support, and not replace, the development of skills, knowledge and understanding.
• GenAI should not be used if it compromises the integrity of SQA’s assessments or certification of qualifications.
• Learners should always check with their practitioners about using GenAI tools.
• Where the use of GenAI is permitted, its use must always be acknowledged.
• Use credible sources for citations: don’t use GenAI instead of authoritative and verifiable sources.
• Submitting GenAI outputs as a learner’s own work is considered malpractice.
• Beware of GenAI limitations, such as potential bias and hallucinations.
• Protect any personal and confidential data.
• Consider any age restrictions associated with the GenAI tool used.

Before using any GenAI tools in SQA assessment contexts, learners and practitioners must ensure that this will not undermine learners’ achievement of their learning objectives, or compromise the integrity of the assessment in any way.

Note: Teaching and learning methods are outside the scope of SQA’s remit and are therefore not addressed in this position statement. For practitioners wishing to learn more about the use of GenAI in education, the exemplification document (247 KB) contains a number of helpful links to resources.

We understand the need to embrace the opportunities that new technology offers and will continue to keep our position under review.

The advances in GenAI hold the possibility of opportunities for education and assessment. Together with our partners in Scotland’s education system, we continue to explore those opportunities. We welcome the recommendations for GenAI use in the Independent Review of Qualifications and Assessment and we look forward to working with others in the education sector.

We will continue our work on the use of GenAI tools in the assessment context. Any changes to assessment practice will be based on evidence and will include the views of practitioners and learners. We will publish further guidance where appropriate.