Global interest in AI-supported assessment is intensifying, yet limited research examines alignment with regulatory expectations, particularly within Australian ICT education. This study addresses that gap through a national analysis of 917 publicly available documents from 39 Australian universities offering ICT programs. It explores how institutions are integrating GenAI in assessment practices while aligning with TEQSA’s core principles: preparing students for ethical engagement in AI-driven contexts and ensuring trustworthy assessments of competencies.
The study investigates three key research questions:

• RQ1. How do institutional policies in Australian universities align with TEQSA’s principles for AI-supported assessments?
• RQ2. What strategies, as documented in publicly accessible sources, are used to ensure fairness, transparency, and academic integrity in AI-driven assessments in Australian higher education?
• RQ3. What gaps or inconsistencies exist in institutional policies concerning ethical AI usage in ICT assessment practices?

This research is highly relevant to the academic integrity community as it interrogates how policy and practice intersect to uphold integrity in a rapidly evolving technological landscape. Findings highlight progress in policies, training, and AI literacy, but also expose inconsistencies in ICT-specific guidance. Recommendations aim to strengthen institutional readiness and enhance integrity through clearer policies and professional development aligned with TEQSA standards.