  The higher education (HE) sector benefits every nation's economy and society
at large. However, their contributions are challenged by advanced technologies
like generative artificial intelligence (GenAI) tools. In this paper, we
provide a comprehensive assessment of GenAI tools towards assessment and
pedagogic practice and, subsequently, discuss the potential impacts. This study
experimented using three assessment instruments from data science, data
analytics, and construction management disciplines. Our findings are two-fold:
first, the findings revealed that GenAI tools exhibit subject knowledge,
problem-solving, analytical, critical thinking, and presentation skills and
thus can limit learning when used unethically. Secondly, the design of the
assessment of certain disciplines revealed the limitations of the GenAI tools.
Based on our findings, we made recommendations on how AI tools can be utilised
for teaching and learning in HE.
