In Estonia, a growing number of universities are transitioning from requiring students to complete a master's thesis to allowing final exams as a means of graduation. While this shift has practical advantages in the eyes of some institutions, others caution that it may hinder graduates' acquisition of necessary professional skills. The spread of artificial intelligence is prompting educators to reevaluate how student knowledge is assessed and what forms of assessment are most effective.

Some universities, like Tartu University, offer students the option to take an exam instead of writing a thesis in certain fields; however, others, such as Tallinna Tehnikaülikool (Tallinn University of Technology), are critical of this trend. They argue that professionals in engineering fields must demonstrate their knowledge through a thesis rather than an exam, viewing the latter as insufficient for skill development in such technical areas. At Tallinna Tehnikaülikool, exams are generally only permitted for programs lasting less than two years.

The practical implications of this change are significant. In one-year master's programs, institutions argue that there simply isn't enough time for students to complete a thesis. Education stakeholders are thus in a debate over the best methods to assess student knowledge and capabilities, especially in light of the rapid advancements in technology and the evolving demands of the job market.