<p>This study explored the perceptions and experiences of teachers in higher education regarding the impact of GenAI on assessment practices. Using a phenomenological approach, the study examined teachers’ experiences with assessment procedures in the higher education academic setting. Purposive sampling was used in the study to select participants from among teachers working in Chinese universities. A total of 12 participants were chosen from various educational majors. Semi-structured interviews were used to collect data from participants. Creswell’s (2014) six-step approach to qualitative data analysis was used for analysing the data. The findings reveal several concerns about authenticity, equity, and the sustainability of traditional assessment methods in the era of advanced AI. Teachers are facing challenges in confirming the actual work of students. Traditional assessment methods are becoming less effective due to students’ increasing use of AI in completing academic tasks. Teachers also pointed to the lack of institutional policies and training as key challenges for adaptability in assessment practices. At the same time, teachers highlighted that ethical and transparent use of AI by students can enhance teaching and learning in higher education. The research stresses that the academic field is transforming due to AI integration. As GenAI usage increases in higher education, it risks undermining learning, requiring new assessment approaches to ensure student learning and development. Therefore, higher education policymakers need to understand these challenges and develop policies that support teachers and institutions in ensuring effective assessment practices.</p>