Integrate discussions of acceptable GenAI use directly into courses, assignments, and assessment guidelines, with explicit examples of permitted and non-permitted uses¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that institutions complement formal GenAI regulations with pedagogical integration rather than restriction alone. It suggests "integrating discussions about acceptable AI use directly into courses, assignments, and assessment guidelines", and that "instructors could provide explicit examples of permitted and non-permitted uses of GenAI tools in specific learning contexts." This strategy responds directly to the observed uncertainty about rule-compliance among GenAI-using students.

Design Implications¶

Context¶

Requirements¶

• Instructors willing to address acceptable AI use within their specific courses and assessment formats

Constraints¶

• Derived from a single-institution survey; the article notes results should be interpreted with caution when transferred to other institutional contexts

Target Learners¶

• undergraduate students in computer science–related study programs

Target Learning Goals¶

• responsible and rule-compliant use of GenAI tools in academic work
• academic integrity and responsible authorship

Claims¶

• Awareness of institutional GenAI regulations does not automatically translate into clarity about rule-compliant use [+W]

Related Strategies¶

• Provide accessible guidelines, training materials, or workshops to help students understand responsible GenAI use

Examples¶

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Key Sources¶

• Lasse Bischof, Eva-Maria Schön, Maria Rauschenberger, Michael Neumann. (2026). Knowing the Rules Is Not Enough: Student Regulatory Awareness and Use of GenAI in Higher Education. https://arxiv.org/abs/2606.12436