The proliferation of distance learning in higher education—accelerated by the COVID-19 pandemic and sustained by technological innovation—has brought assessment practices and academic integrity frameworks into sharp focus. However, institutional regulations and study guides often remain outdated, particularly in addressing the pedagogical and ethical implications of generative artificial intelligence (AI) tools such as ChatGPT. This article explores how open and distance learning (ODL) universities are responding to these challenges. Through a comparative review of policies from twelve ODL institutions across Europe, Africa, and Australasia, the study reveals inconsistent regulatory responses, limited integration of AI-specific guidance, and a continued reliance on surveillance-driven assessment. These gaps not only jeopardize the validity and inclusiveness of evaluation methods but also undermine trust in the academic process. The article concludes with actionable policy recommendations, suitable for the revision of their academic regulations. These include the incorporation of transparent AI-use declarations, critical thinking–driven assessment design, and national-level coordination for ethical, inclusive, and future-ready evaluation models. In doing so, the study contributes to the broader discourse on policy reform and pedagogical resilience in the AI age. Article visualizations:
Rassia et al. (2025) studied this question.