Reducing AI-Generated Misinformation in Australian Higher Education: A Qualitative Analysis of Institutional Responses to AI-Generated Misinformation and Implications for Cybercrime Prevention

Generative Artificial Intelligence (GenAI) has transformed Australian higher education, amplifying online harms such as misinformation, fraud, and image-based abuse, with significant implications for cybercrime prevention. Combining a PRISMA-guided systematic review with MAXQDA-driven analysis of Australian university policies, this research evaluates institutional strategies against national frameworks, such as the Cybersecurity Strategy 2023–2030. Analyzing data from academic literature, we identify three key themes: educational strategies, alignment with national frameworks, and policy gaps and development. As the first qualitative analysis of 40 Australian university policies, this study uncovers systemic fragmentation in governance frameworks, with only 12 institutions addressing data privacy risks and none directly targeting AI-driven disinformation threats like deepfake harassment—a critical gap in global AI governance literature. This study provides actionable recommendations to develop the National GenAI Governance Framework, co-developed by TEQSA/UA and DoE, enhanced cyberbullying policies, and behavior-focused training to enhance digital safety and prevent cybercrime in Australian higher education. Mandatory annual CyberAI Literacy Module for all students and staff to ensure awareness of cybersecurity risks, responsible use of artificial intelligence, and digital safety practices within the university community.