Setting clear policies for AI use: AI use policies should be clearly and transparently stated in course materials and assignment instructions. For example, quiz instructions may include a statement such as: “Please refrain from using AI assistance or communicating with others during the quiz.” This helps specify which types of AI use are permitted in different assignments, clarifies expectations, and encourages the responsible use of AI tools.

Additionally, clear education on relevant policies should be prioritised, which has helped clearly set expectations from the start. For example, teachers can spend some time at the beginning of tutorials walking students through the course’s AI guidelines. This can clarify when AI use is permitted or prohibited, as well as facilitate discussions about different scenarios – such as whether students may use AI to draft sections of their assignments.

By clearly embedding expectations into the course, the policies become part of the learning process, and in turn helps to build students’ integrity. With an understanding of these rules and their purposes, students are more likely to become active partners in ethical learning.
 

Designing human-centred, student-centred tasks: Assignments should be designed to naturally resist automation. Instead of relying solely on essays, teachers can incorporate tasks such as concept maps, which require students to demonstrate how they understand and connect ideas to their own real-life experiences. Such assignments encourage students to draw on their lived experiences, which AI cannot authentically replicate.
 

Using peer interviews and reflective journals: Like concept maps, these activities tap into personal engagement and can encourage students to bring their human uniqueness into their work by drawing on their personal experiences, perspectives, and reflections.
 

Using prompts with embedded permissions and rules: Prompts should include clear guidance, such as citation requirements, to help guide students’ responsible use of AI.
 

Becoming an AI observer: Teachers should pay close attention to how students interact with AI tools during class – for example, how heavily students rely on such tools or how much difficulty they have with expressing their own ideas without the use of AI. These thoughtful observations can help teachers fine-tune their AI policies and provide more targeted guidance, allowing students to use AI in ways that foster their literacy, but not cause dependency.
 

Committing to lifelong learning: AI is constantly changing, with new tools emerging and students discovering new ways to work around existing teaching and assessment methods. Teachers should therefore stay informed about the latest AI tools and practices to help ensure that AI policies remain relevant, responsive, and effective.