HMNPositiononAI-mattersinT&L:Higher Education Learning STUDENTGUIDE
There are different types of “Artificial Intelligence” (AI) technologies that can perform different functions with complex implications for society.
GenerativeAI(GenAI)isone typeof AI technology. ChatGPT is one example of GenAI software
EssentialAIInformation
AI technologies are notisolated. These technologies are being integrated into many software platforms. GenAI technologies perform different functions from a search engine (like Google). Yet, GenAI can be embedded tools in computer programs, including search engines.
GenAIuseisnotaneutralaction. There are serious ethical considerations regarding AI use including negative impacts on climate, data protection risks, & much more. GenAI outputs can be generic & fall short of requirements leading topoorperformance in academic tasks.
GenAI can plagiarise, fabricate & misrepresent information. GenAI outputs can appear more reliable than they are & are not automaticallycredible sources.
GenAI technologies & outputs can be Teaching & Learning (T&L) resources when used appropriately. AI ethics, use & outputs can be topicsfor critical scholarship & part of the curriculum.
KeyDecision-MakingPrinciples:Centre learning & skill development in all educational practices.
Learning is social & involves interactions with content, peers & teachers, as well as GenAI. nteracting with peers can be suitable for collaborative tasks but unsuitable for other tasks where peer interactions would qualify as collusion (a form of misconduct). In the same way, GenAIinteractionscanbe suitableforsometasksbutnotothers.
Learning is a process& not just a product. Your lecturer will decide whether GenAI-technology use aligns with learningobjectivesornot.When its usesupportslearning, it may be incorporated into learning activities in specific ways. When its usebypasses learning, GenAI use should be avoided
Lecturers will communicateGenAI useinstructions. These instructions will indicate if GenAI use in a course, activity or assessment is misconductor not.
Duediligence (personal responsibility) cannot be outsourced. Fact checking, source verification, critical engagement & human oversight are necessities in T&L processes.
Duediligence:Necessary Actions & Responsibilities of University Students*
Clear communication and reciprocaltransparency are essential for learning. All GenAI use during a learning process needs to be recorded& acknowledged (including the prompt, output & adaptations).
Consult&complywith AIuse instructions from your lecturer to safeguard your learning*. The use options range from no use to AI Exploration. (Perkins et al. 2024). These instructions can be at course, learning activity &/or assessment levels.
Seekclarification from your lecturer*, particularly when you:
• cannot find guidance on AI use for your course, activities &/or assessments
• are unsure if using software constitutes AI use
Access Faculty Learning Support offerings to developcriticalAI literacies around un/safe & in/appropriate AI technology use. Followrecommendedpractices to protect yourself like using university approved software.E.g. do not place confidential information in external AI software that stores your inputs & uses it to train the software.
Should you use GenAI or not, it is your responsibility to ensure your academic work is freefrombias, misinformation, plagiarism, fabrication& misrepresentation of information.
Record&acknowledge all AI use during a learning process. Records can include the prompts, outputs & adaptations. For example, disclose & record AI editing software use, inclusive of the software name & version, the prompt(s) used & pre- & post-AI edited versions of your work Utilise the AI referencing practices of the appropriate discipline.
*NOTE:Failure to abide by the instructions set by a lecturer in respect of the use of AI may constitute academic dishonesty & result in action in accordance with the Student Academic Misconduct Policy & the Rules for Student Discipline.
Written by Catherine Tam, Nora-Lee Botha-Wales, Lindiwe Tshuma and Annie Mafunganyika-Ndlovu, 2025, University of the Witwatersrand, Johannesburg.
Endorsed by the Humanities Assistant Deans of Undergraduate Studies (Thabisile Nkambule) & Teaching and Learning (Laura Dison).
