Inside Sydney Uni: What’s Changing

Written By Kate Poppett

A 2026 update for Caringbah students and families

Last week, I attended a Careers Adviser Conference at the University of Sydney, and it confirmed what we are starting to see across all universities. Things are shifting. Not in a way that should cause concern, but in a way that students and families need to understand.

From changes to ATARs and entry pathways, through to the growing influence of AI, universities are rethinking what it means to be “ready” for the future.

Here is a clear breakdown of what is changing, and what it means for Caringbah students.

First…what we’re seeing at Caringbah

Before we zoom out, it’s worth looking at our own students. We were provided with a snapshot of 2026 admission data for CHS students.

Based on data from our 2025 cohort, based on preferences and offers at The University of Sydney, the most popular industries of interest include:

  • Science

  • Engineering & Computer Science

  • Medicine & Health

  • Arts & Social Science

The University of Sydney remains one of the most sought-after universities for Caringbah students. It appeared 222 times across CHS UAC preference lists (with each student able to list up to five courses), including 45 first preferences. From this, students received 60 offers, leading to 34 enrolments and 1 deferral.

What’s changing at Sydney Uni

1. ATAR is not the full picture

We were reminded that only around 38% of students are entering The University of Sydney based on ATAR alone.

The majority of undergraduate students are coming through a mix of:

  • Early entry pathways

  • Adjustment factors (subject, elite athletes and performers and EAS)

  • Portfolios and interviews

  • Alternative entry schemes

2. Courses are evolving

Sydney is continuing to refine its degree offerings, including:

  • New degrees like:

    • Bachelor of Biomedicine and Health

    • Bachelor of Mathematical Sciences

  • The phasing out of the Bachelor of Advanced Studies

  • Changes to some pathways (e.g. Dentistry now postgraduate via GAMSAT)

Degrees are becoming:

  • More focused

  • More flexible

  • More aligned to real-world application

3. Demand is high, and concentrated

Sydney shared that they welcomed 9,591 students in their most recent intake.

High-demand areas continue to include:

  • Commerce

  • Law (especially combined degrees)

  • Health and STEM fields

4. Key updates from The University of Sydney:

There are a number of important changes and initiatives emerging from the University of Sydney, many of which reflect broader shifts across the higher education sector.

Cost of living support - The introduction of $5 meals for students is a practical initiative aimed at addressing rising cost of living pressures, an encouraging sign that student wellbeing is being considered beyond the classroom.

Campus “glow-up” - A significant campus-wide upgrade is underway, with renovations across academic buildings, shared spaces, and even facilities. The focus is on creating an environment that enhances the overall student experience, not just academically, but socially and personally as well.

A stronger focus on belonging - There is a continued and growing emphasis on student wellbeing and sense of belonging, recognising that connection, community, and support are key to student success at university.

Expanded access opportunities - Eligibility for the MySydney Scheme will be expanded from 2027, opening up greater access for students from a broader range of backgrounds.

ATAR changes - ATARs will return to being indicative rather than guaranteed, with the guaranteed entry program not continuing into 2027.

Adjustment factors update - Adjustment factors are no longer able to be “stacked.” Students are still encouraged to apply for all schemes they are eligible for, and the university will apply the single adjustment factor scheme that provides the greatest benefit to the student.

University caps and competitiveness - The introduction of ATEC (Australian Tertiary Education Commission) caps may influence how many students universities can enrol. This appears to be part of a broader government direction to encourage students to consider a wider range of universities. The likely impact:

  • Increased competition at high-demand universities such as Sydney and UNSW

  • Potential upward pressure on ATAR requirements for competitive courses

The biggest conversation continues: AI, Learning and the Future Graduate

Insights from Professor Danny Liu (University of Sydney)

One of the most thought-provoking sessions of the day came from Professor Danny Liu, a leader in educational innovation at the University of Sydney.

Danny’s work sits at the intersection of:

  • Artificial intelligence

  • Student learning

  • Educational technology

  • And the future of teaching and assessment

He is also the creator of Cogniti, an AI platform now used across the university, where staff have already developed thousands of AI agents to support student learning.

But what stood out most wasn’t the technology. It was the question behind it.

What does it mean to be an “educated human” today?

Danny challenged a long-held assumption in education: That success is primarily about knowledge and academic performance. Yes, technical knowledge still matters. But it is no longer enough on its own.

The “professional of the future”

Using engineering as an example, Danny described what the graduate of the future might look like.

Not just someone who can do the job, but someone who can navigate a complex, changing world.

This includes:

  • Strong technical knowledge and understanding

  • Courage to challenge ideas and push back when needed

  • The ability to work in uncertainty and complexity

  • Being trustworthy and ethical

  • Understanding the environmental and social impact of decisions

  • And importantly, knowing what questions to ask

AI: Tool, shortcut… or something else?

Danny introduced a powerful idea: Are we using AI as a tool (a partner)… or as a shortcut (a replacement)?

AI as a “replacement”

  • Does the work for you

  • Tells you exactly what to do

  • Removes effort and decision-making

AI as a “partner”

  • Challenges your thinking

  • Supports your learning

  • Helps you explore ideas more deeply

  • Improved efficiency

The key tension:

Does AI personalise learning… or does it pamper learners?

Where we need to be careful

Danny outlined a series of common AI “shortcuts” that are becoming increasingly normal:

  • “Just do this for me”

  • “Tell me what to do next”

  • “Explain it simply (so I don’t have to think too hard)”

  • “Guide me step-by-step like a tutor”

While helpful in the moment, these can unintentionally remove something critical:

The parts of learning we don’t want to lose

When AI removes too much challenge, students may miss out on developing:

  • Self-regulation (managing your own learning)

  • Deep thinking and cognitive effort

  • The ability to sit with uncertainty

  • Opportunities to build resilience and persistence (grit!)

Why “desirable difficulty” matters

One of the most powerful ideas shared was this: Real learning happens in desirable difficulty.

That space where:

  • Things aren’t immediately clear

  • You have to think, try, and adjust

  • You feel slightly uncomfortable

That’s where:

  • Confidence is built

  • Skills become transferable

  • Real growth happens

Example: Journalism

Danny used journalism to illustrate this shift. At first glance, AI appears capable of replacing it:

  • It can write

  • It can structure articles

  • It can generate content instantly

But journalism has never just been about writing. It is about:

  • Relationships

  • Connection

  • Community

  • Understanding people

  • Telling meaningful stories

AI can replicate output. It cannot replicate human connection and perspective.

Beyond content: Skills, Self and Soul

Danny posed another important question: What is fundamental to being an educated human?

And his answer extended far beyond traditional curriculum.

Education is not just about the “stuff” (content)

Our education must also provide the enviroment, exposure, and opportunity to develop:

Skills

  • Critical thinking

  • Creativity

  • Communication

  • Collaboration

  • Cultural Competence

Self

  • Learning how to learn

  • Leaning about oneself

  • Learning self-regulation

  • Learning to persevere

Soul

  • Curiosity

  • Community

  • Compassion

  • Courage

  • Citizenship

  • Connection

The challenge for schools

Key skills as indentified by the World Economic Forum Job Skills Report 2025…

  • Come from experience

  • Come from exposure to different environments

  • Come from trying, failing, and trying again

Where to from here?

The key question Danny left us with was: How do we build more of this? The skills, self and soul aspects…
within and beyond the curriculum?

One key framework that is making a difference in how students think about their skills and experiences is the LEAVERS Passport. It has been design to:

  • Capture experiences beyond the classroom

  • Encourage students to build real-world capability

  • Support the development of the very skills universities and industries are now prioritising

A final reflection

In a world where AI can:

  • Generate answers

  • Write essays

  • Solve problems

The real value of education is shifting. It’s no longer just about what students know. It’s about who they are becoming.

The University of Sydney, and the broader tertiary sector, is sending a consistent message… The future belongs to students who are not only capable, but curious, adaptable, and willing to engage with the world around them.

Kate Poppett.

Kate Poppett
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