Recommendations for the use of generative artificial intelligence in the teaching process at the Poznań University of Economics and Business

Generative artificial intelligence (genAI) tools can, subject to certain rules, contribute to improving the teaching process, streamline and enrich the learning process, and support the education process.

A. Basic principles

1. GenAI can support the achievement of learning objectives, but it cannot replace critical thinking and creativity on the part of students.
2. It is recommended that genAI tools be used consistently with academic ethics, and their use must not lead to copyright infringement or any other breach of law.
3. Responsibility for the use of genAI results lies with the user.
4. GenAI users may not take any action compromising the privacy and security of other people’s personal data.
5. Results obtained with the support of generative artificial intelligence should always be subject to factual verification regarding accuracy, truthfulness, bias, copyright infringement, and references to non-existent source materials.
6. The recommended genAI tool is MS 365 Copilot Chat, which is available after logging into your account in the PUEB domain. MS 365 Copilot Chat operates in a so-called secure environment, i.e. it does not use queries to train the model and does not store sensitive data.

B. Teaching activities, coursework and final assignments

1. It is recommended to consider using genAI tools in the curriculum delivery as specified in the syllabus of a given course to support the development of students’ competencies and prepare them for the challenges associated with using genAI in a given field.
2. In the first class, the academic staff should specify whether and to what extent genAI tools are permitted in their classes.
3. It is advisable to adapt the methods of assessing learning outcomes in a given subject to reduce the risk of inappropriate use of genAI by students (suggested solutions and methods can be found in Sources of knowledge about artificial intelligence). The use of genAI tools during written tests and exams is prohibited, unless the instructions or content of the exam tasks allow and specify the use of genAI tools.
4. Academic staff grading coursework or exams may use tools to assess the likelihood of undisclosed use of genAI. However, it should be borne in mind that the use of detectors for evaluating diploma dissertations may not be entirely reliable due to the limitations of the tools available.
5. It is recommended that academic staff develop their competences concerning genAI, including analysing the potential use of artificial intelligence tools by students to complete the tasks assigned to them.

C. Diploma seminars and diploma dissertations

1. It is recommended that the supervisor of a diploma seminar should monitor the progress of seminar students on an ongoing basis.
2. The use of genAI tools in the preparation of a dissertation requires prior agreement between the supervisor and the student preparing the work. The scope of this use must be agreed upon with the supervisor before the student begins writing the dissertation.
3. In the introductory section of the dissertation, the student should specify the scope in which genAI tools were used, indicating how they supported the process of creating the work. At the same time, the student is responsible for the content of the dissertation and its compliance with the principles of research integrity and academic ethics.
4. The author of the dissertation is responsible for any infringement of copyright and other applicable laws.
5. The supervisor may use tools to assess the likelihood of undisclosed use of genAI in the dissertation. However, it should be borne in mind that the use of detectors to assess dissertations may not be entirely reliable due to the limitations of the available tools, and the result of this assessment cannot be used as proof of the use of genAI. However, citing non-existent publications may be evidence of the use of genAI. In such an instance, the supervisor has the right to refuse to accept the dissertation and request that the author revise it.