I feel a large part of this is the definition of "cheating". For example, I give take home exams and I allow students to use whatever resources they want. They

I feel a large part of this is the definition of "cheating". For example, I give take home exams and I allow students to use whatever resources they want. They can use chat GPT, the textbook, Stack Overflow, etc. as much as they want for as much time as they need. Access to these resources during an exam is typically considered "cheating" because using them would confer an unfair advantage, since tests are designed without them in mind. So then just give them access to the resources and make the test harder. Instead of a question like: "Here is some code find the bug", ask them to implement a large system and to document the bugs they encounter along the way, and how they used ChatGPT to fix them. Instead of "what's the definition of TCP" ask them to measure TCP vs. UDP using iperf. If all the students are cheating, then you're not testing the right thing. Make the test fit better to the current information landscape, and professors / students alike will have a better time. Stop testing information recall, start testing for information literacy, analysis, and integration. Stop asking students to answer multiple choice questions, start asking them to build systems.