Each instructor needs to state a clear policy regarding students’ use of generative AI for each class and each assignment (see About the Use of AI Tools in Classes (ver. 1.0)). This page offers a set of typical choices for that purpose: a classification of AI use scenarios (S1–S5), and policy labels (T0–T5) indicating how far along that scale AI use is permitted. For each class and assignment, please choose one or “others” and show it to your students.
From the 2026 A Semester, you can select such a label and show it to students when you post an assignment on UTOL. Please note, though, that communicating your policy to students is necessary for every assignment, whether or not it is posted on UTOL.
Why Stating a Policy is Important
- When the policy is left unclear or ambiguous, an unfairness can arise between students who are restrained about using AI (some out of their own judgment in light of their learning goals, others out of fear of being accused of misconduct) and students who are not. This situation itself is a source of anxiety for students
- Our survey, conducted since 2026, shows that AI usage policies often go unstated, and that this leaves students with the kind of anxiety described above
- Whether the policy for a given assignment is restrictive or permissive, it is important to state it clearly. This helps create an environment in which students can learn and work on their assignments without needless anxiety
- Stating a policy will not by itself eliminate misuse, nor will it make misuse easier to detect. But without a policy (a rule), there is no basis on which to decide whether a particular use is misconduct at all. Setting a policy is a minimum prerequisite for addressing misuse
The University’s Basic Policy
- Whether it is appropriate for students to use generative AI should be decided in light of the educational goals of each individual class and assignment. This varies with the learning objectives of the assignment, the form of the work submitted, and the students taking the course (their year of study, etc.)
- Therefore, the University’s position is that instructors should decide and give clear instructions for each individual situation and assignment. We value flexibility and the ability to reflect each instructor’s own philosophy, and so we do not fix a uniform policy
- This page and this feature do not address the question of what policy is right --- in which situations AI use should or should not be permitted. The basic principles addressed to students are given in Notification to Students on the Use of AI Tools in Classes (ver. 1.0), which encourages awareness of responsible use in line with educational goals. On that basis, the policy for each individual assignment still needs to be stated clearly
How to State a Policy
Even for a single assignment, there are many possible policies between a blanket ban and blanket permission. For example: “you may ask AI questions when you get stuck, but you may not copy AI output directly into your submission.”
To reduce the burden on instructors of stating a policy, and to reduce ambiguity and the misunderstandings that follow from it, we offer a set of policies to choose from. Below we first present typical use scenarios S1–S5, and then a set of choices (T0–T5) expressing how far along that scale AI use is permitted.
Classification of AI Use Scenarios
| Scene | Name | Description |
|---|---|---|
| S1 | questions/research | ask questions, look up background information, etc. |
| S2 | discussion/idea-bouncing | discuss with AI, bounce ideas, ask possible topics to write about, etc. |
| S3 | feedback | ask AI to review your answers or reports to submit |
| S4 | drafting | ask AI to draft your submission you then build on and finalize |
| S5 | creative use | creative usages beyond using AI for help (critically review AI output, experiment with AI, etc.) |
- S1
- ask about points you do not understand
- look up general knowledge about the topic of the assignment
- Examples where this may be permitted: basic practice problems, self-study or preparatory assignments, assignments covering background knowledge prior to the main subject of the class, research on topics unfamiliar to students
- S2
- discuss with AI, i.e. bouncing ideas off it
- consult about the choice of topic in assignments where students set their own topic
- Examples where this may be permitted: preparation for an essay in which students write their own views or thoughts
- S3
- obtain feedback on answers or reports you have written yourself
- not having AI produce the answer itself, nor using its corrections as they are
- Examples where this may be permitted: reports such as academic essays, where learning writing conventions alongside the content is a part of the objectives; exercises admitting multiple solutions
- S4
- have AI write a draft of your submission, then build on it to finalize what you submit
- Examples where this may be permitted: assignments that aim at solving large-scale or advanced problems assuming AI assistance
- S5
- a wide variety of forms and methods of use are conceivable
- have students critically examine AI output
- make AI itself the object of experiment (exploring what output it produces for what input, etc.)
- Examples where this may be permitted: cases where using or examining AI is itself part of the educational goal of the assignment
Policy Labels to Display to Students
- Ti means that S1 through Si are permitted
- For example, T3 means S1 through S3, that is, up to and including questions/research, discussion/idea-bouncing, and feedback
- Choose T5 when, in addition to permitting everything up to S4, including other uses (e.g., working with or examining AI is itself part of the goal of the assignment)
- Instructors should indicate which one applies to each assignment
| Policy Label | Description | AIAS category |
|---|---|---|
| T0 | No AI use | No AI |
| T1 | questions/research only | AI Planning |
| T2 | T1 + discussion/idea-bouncing | AI Planning |
| T3 | T2 + feedback | AI Collaboration |
| T4 | T3 + drafting | Full AI |
| T5 | T4 + creative use | AI Exploration |
| Other |
- If none of these fits, choose “Other” and describe your policy
- Examples: policies that are not cumulative (permitting S1 and S3 but not S2, for instance)
- Adding a brief word on why you adopted a given policy makes it easier for students to understand and accept it