Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2023-1-NL01-KA220-HED-000155675. Lessons learned All persons, sources, and tools that influence the ideas or generate the content should be properly acknowledged. Consequently, when an AI tool is used, it should be acknowledged. The acknowledgement may be done in different ways, according to the context, the institutional policies or other requirements. When possible, the input given to the AI tool should be specified. Appropriate use of services, sources, and tools that only influence the form is generally acceptable (e.g. proof-readers, proofreading tools, spelling checkers, thesaurus). An AI tool cannot be listed as a co-author in a publication as it cannot take responsibility for the content and findings reported. The person (human being or legal entity) is always accountable for the content, whether or not it was generated by AI (see COPE Guidelines for Authorship and AI by Levene 2023). The outputs of AI tools can include biassed, inaccurate, or incorrect content that users should be aware of. This may be caused by bias in training data, algorithms, filters, etc. It is important to include information about AI in education for all students and in training for teachers. If students do not have the opportunity to learn about the ethical use of AI, they will be more susceptible to engaging in inappropriate use of AI, which may constitute academic misconduct. Students should be included and educated on the following: The purpose of all activities related to learning and assessment and why they should develop (e.g. write) their individual/group work assignments. How to develop their ethical writing and content production skills. Teachers should receive training on ethical use of AI including development of relevant learning outcomes, learning activities, and assessment strategies. National guidance and institutional-level policies should be developed and/or reframed to include AI. National guidance should provide overarching advice on what institutions should include in their policies. Implications for practice Institutional policies should: Define default rules on when and how the students, teachers, researchers and other educational stakeholders are allowed to use different kinds of AI tools. There should be space for specific rules at course level. The policy and the rules should be clearly communicated to all stakeholders. Guide the users on how to correctly and transparently acknowledge the use of AI tools in an assignment, dissertation, thesis, paper, article, book chapter, computer programme, graphic, artwork and other types of artefact.
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