Students framed an effective GenAI course policy as an interconnected system in which knowledge, evaluation, collaboration, contextualization, autonomy, ethics, and institutional responsibility mutually shape one another¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across seven themes, participants treated the GenAI course policy as an interconnected system, with some themes functioning as prerequisites for others. → Hingle 2025 q2 i? Participants surfaced tensions between flexibility and standardization, support and enforcement, and individual responsibility and institutional obligation. → Hingle 2025

Evidence¶

Hingle 2025¶

Hingle, A., & Johri, A. (2025). A Guided Inquiry Approach to Students Co-Designing Generative AI Course Policies. https://www.google.com/search?q=A+Guided+Inquiry+Approach+to+Students+Co-Designing+Generative+AI+Course+Policies doi:10.1108/aiie-05-2025-0123

q2 · i? · qualitative · r3

Thematic analysis of the same cohort's policy artifacts and discussions, reported in the Findings section. The analysis found participants "framed effective policy as an interconnected system" rather than isolated rules, with themes acting as prerequisites for one another.

"Across the seven themes, participants did not treat the GenAI course policy as a set of isolated rules. Instead, they framed effective policy as an interconnected system in which knowledge, evaluation, collaboration, contextualization, autonomy, ethics, an d institutional responsibility mutually shaped one another."

Discussion¶

Related Claims¶

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• Students co-designing a GenAI course policy prioritized training for students and instructors, standardized disclosure procedures, and stronger institutional support — a narrower finding that bears on this claim
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