Higher education assessment experts are pushing for a strategy that pairs take-home essays with oral assessments to reduce the risk of AI-generated work without relying on strict policing alone. The approach centers on having students explain and demonstrate understanding of what they wrote. The reporting argues that oral components can be structured to confirm authorship and comprehension by requiring students to discuss methods, sources, and reasoning behind their written submissions. The goal is to shift evaluation toward demonstrated understanding rather than purely detecting tool use. The proposal arrives as institutions struggle with enforcement limits and growing pressure from students and faculty over whether AI use should be treated as misconduct, a learning tool, or both depending on course design.