Reimagining EAP in the Age of GenAI: innovation, integrity, and the future of assessment

English for Academic Purposes (EAP) programs play a critical role in preparing students with English as an additional language for academic success in Australian universities. The internationalisation of higher education in Australia, driven by increased global mobility and shifting student demographics, has transformed the landscape of teaching, learning, and assessment in higher education. As universities adapt to the demands of a diverse and digitally connected student body, they must respond not only to linguistic and cultural diversity but also to the pedagogical implications of multimodal learning, digital collaboration, and the rise of generative artificial intelligence (GenAI). This article presents a dual-track assessment regime at two Australian university English language centres, Macquarie University College and Monash University English Language Centre, which offer high-stakes EAP programs for direct entry to university. The centres combine secure, invigilated checkpoints for progression decisions with guided, AI-assisted assessment for learning, aligned with regulatory expectations for direct entry programs. Drawing on policy analysis from the centres, the article contributes a practice-informed illustration of how EAP programs can integrate AI literacy, feedback literacy, and genre pedagogy while preserving credible evidence of unassisted performance. Emerging assessment designs and the application of GenAI in assessment development and feedback are discussed, alongside key risks and mitigation strategies. The paper concludes with implications for EAP programs that aim to equip students to navigate the complexities of contemporary higher education and make meaningful contributions to global academic communities.