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Vice-chancellors from 24 of the UK’s top universities have signed up to new guidelines aimed at making both staff and students “Artificial Intelligence (AI) literate”. This guidance has come shortly after the UK government launched a consultation on the use of AI in education in England and puts the responsibility on staff to help show their students how AI can be used whilst studying without putting their academic integrity at risk.
It is evident that many students are already utilising AI technology, demonstrated in a recent survey of over 400 students at the University of Cambridge, nearly half said they had used ChatGPT to help with work for their degrees, and it is clear that this technology will likely impact the way many people will work going forwards. The vice-principle at the University of Edinburgh acknowledges this, stating:
“Universities will now have a responsibility to ensure their students are AI literate, both to support their use of these tools in their learning but also more widely to equip them with the skills they need to use these tools appropriately through their careers—because it seems very likely every job and sector will be transformed by AI to some extent.”
It is not surprising that these prestigious universities are taking a cautious approach to this emerging technology as it was recently reported that a quarter of Russell Group universities have opened a case against at least one of their students for suspected use of ChatGPT and other AI platforms since December 2022. However, many universities have chosen to accept that the students will be using the software and as a result are adapting their approach to learning, rather than banning the use of AI. Having clear guidance on the approach that each university takes in relation to AI software will prove valuable to both students and staff to avoid cases of academic misconduct in the future.
Chief Executive of the Russell Group, Dr Tim Bradshaw, has openly supported universities adapting their ways of teaching through the rise of AI platforms, stating that: “AI breakthroughs are already changing the way we work and it’s crucial students get the new skills they need to build a fulfilling career” and that “The transformative opportunity provided by AI is huge and our universities are determined to grasp it. This statement of principles underlines our commitment to doing so in a way that benefits students and staff and protects the integrity of the high-quality education Russell Group universities provide.” Professor Andrew Brass, head of the School of Health Sciences at the University of Manchester also commented that: “assessment will also need to evolve – as it has always done in response to new technology and workforce skills needs – to assess problem-solving and critical-reasoning skills over knowledge recall”. The guidance supports this approach, stating that all staff who support student learning should be empowered to design teaching sessions, materials and assessments that incorporate the creative use of generative AI tools where appropriate.
The guidance
The guidance outlines the following principles that the universities should hold themselves to:
- Universities will support students and staff to become AI-literate;
- Staff should be equipped to support students to use generative AI tools effectively and appropriately in their learning experience;
- Universities will adapt teaching and assessment to incorporate the ethical use of generative AI and support equal access;
- Universities will ensure academic rigour and integrity is upheld; and
- Universities will work collaboratively to share best practice as the technology and its application in education evolves.
The guidance does not go into any detail with how assessments will be developed in order to accommodate the rise of ChatGPT, stating that: “appropriate adaptations will vary by university”. Students should be aware that all of the Russell Group universities have reviewed their academic misconduct policies following the rise of use of generative AI platforms such as ChatGPT. Therefore, students should consider their universities guidance seriously before they choose to use this technology for their studies in order to avoid being sanctioned for academic misconduct, which can have serious consequences on their future, including being stripped of their degree.
Further information
If you have any questions or concerns about the content covered in this blog, please contact Shannett Thompson or our regulatory team.
ABOUT THE AUTHORS
Shannett Thompson is a Partner in the Regulatory Team and is the firm’s Training Principal. She has trained in the NHS and commenced her career exclusively defending doctors. She provides regulatory advice predominantly in the health and social care and education sectors.
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