First 100 days of ChatGPT at Australian universities

An analysis of policy landscape and media discussions about the role of AI in higher education




artificial intelligence, higher education, Large Language Models, policy


This article examines the potential impact of large language models (LLMs) on higher education, using the integration of ChatGPT in Australian universities as a case study. Drawing on the experience of the first 100 days of integration, the authors conducted a content analysis of university websites and quotes from spokespeople in the media. Despite the potential benefits of LLMs in transforming teaching and learning, early media coverage has primarily focused on the obstacles to their adoption. The authors argue that the lack of official recommendations for Artificial Intelligence (AI) implementation has further impeded progress. Several recommendations for successful AI integration in higher education are proposed to address these challenges. These include developing a clear AI strategy that aligns with institutional goals, investing in infrastructure and staff training, and establishing guidelines for the ethical and transparent use of AI. The importance of involving all stakeholders in the decision-making process to ensure successful adoption is also stressed. This article offers valuable insights for policymakers and university leaders interested in harnessing the potential of AI to improve the quality of education and enhance the student experience.

LIFT Learning: Engage further with the authors and the issues surrounding the first 100 days of ChatGPT in universities at the companion LIFT Learning site. Hear the authors grapple with some of the pressing challenges and opportunities that this technology brings through this panel style interview. The LIFT Learning site is available at


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How to Cite

Fowler, S., Korolkiewicz, M., & Marrone, R. (2023). First 100 days of ChatGPT at Australian universities: An analysis of policy landscape and media discussions about the role of AI in higher education. Learning Letters, 1, 1.