Digital exams in the age of generative artificial intelligence

Generative artificial intelligence (GKI) could soon be capable of successfully mastering all types of examinations at all taxonomy levels. This thesis is supported by an empirical study carried out in examination practice at a university of applied sciences in the fields of economics and computer science. Current recommendations for action are considered and three examples are used to show how universities could deal with examinations using CCIs in the medium term. Finally, it outlines how a future AI-supported education could be designed in the long term to meet the challenges and opportunities of this technology.