Abstract
This study explored the impact of general artificial intelligence (GenAI) on assessment in Bhutanese higher education through lecturers’ perspectives. A mixed-methods research design was employed, combining quantitative survey responses from 76 lecturers with qualitative data from open-ended questions. The findings indicated that lecturers recognize the increasing use of GenAI tools by students in academic tasks. While many perceive educational benefits when such tools are used responsibly, there are significant concerns about potential undermining of academic integrity through plagiarism, over-dependence, and skill erosion. The results also suggest a strong willingness to adapt assessment approaches to account for GenAI; however, levels of preparedness vary due to limited familiarity with GenAI tools and institutional support. Furthermore, the study highlights a notable gap in institutional support systems. Although lecturers are open to change and innovation, institutional responses lag behind the pace of technological adoption. To ensure effective integration of GenAI in higher education, institutions must develop clear policies and invest in faculty development initiatives that promote informed use of AI technologies. The study provides a foundational understanding to inform future policies, teaching innovations, and institutional planning in the era of GenAI-advanced education in Bhutan.