Macquarie University has introduced an artificial intelligence chatbot into the weekly teaching of two compulsory psychology subjects, prompting concerns among students and academics about the growing role of AI in university education.
The university’s chatbot, known as Virtual Peer, interacts with students during coursework by asking questions and guiding them through exercises based on different scenarios.
Macquarie University maintains that the system is not intended to replace conventional teaching.
The university says Virtual Peer activities are optional, with students also expected to complete online readings, quizzes and videos. Formal assessment remains separate and is conducted through research assignments and examinations.
The university also plans to return classroom teaching in 2027, with face-to-face and online formats offered in alternating semesters.
However, the move has generated concern among students, particularly after the two psychology subjects shifted online for the second semester after previously offering face-to-face teaching earlier in the year.
One anonymous student told the Guardian they felt “short-changed” after problems with their degree structure meant they had to take the online version of the subjects.
“Instead of a group discussion or a tutor teaching you, it’s a class activity done with a robot,” the student said.
“I feel like I’m teaching this robot how to take jobs away from my teachers.”
The online subjects previously included optional weekly Zoom tutorials conducted by paid academics. Those sessions have now been replaced as the main teaching activity by Virtual Peer, alongside digital course materials and videos.
Macquarie University said the chatbot had been developed in collaboration with educators and was designed to complement academic teaching rather than eliminate it.
Academics using the system provide and verify the educational material underpinning the chatbot, which the university says gives Virtual Peer a more subject-specific foundation than general-purpose AI systems.
The development comes as Australian universities increasingly experiment with generative AI and AI-powered teaching tools.
The University of Sydney has also expanded its use of artificial intelligence through Cogniti, an education-focused generative AI platform that allows academics to develop chatbots and scenario-based learning activities.
The university has reportedly made the system available to institutions in Australia, New Zealand and the Netherlands.
However, the growing use of AI in teaching has unsettled some university staff, particularly amid existing concerns about workloads, staffing and the future role of academics.
Dr Alison Barnes, an academic at Macquarie University, said the concerns went beyond the introduction of AI at individual universities.
“University staff are being hammered by a workload crisis, but simply papering over those cracks with piecemeal AI rollouts could actually create even more damaging issues,” she said.
The debate reflects a broader question facing universities as they incorporate AI into education: whether the technology can enhance learning while preserving meaningful interaction between students and academic staff.
Macquarie University’s planned return to classroom teaching in 2027 means the current AI-led model is not necessarily intended to become a permanent replacement for face-to-face instruction.
For students currently enrolled in the online subjects, however, Virtual Peer has already become a significant part of their weekly learning experience.
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