AI has become an integral part of education. Therefore, the Faculty Board allows teachers to integrate responsible GenAI use into their courses and encourages them to experiment with AI in their teaching. See the LTC Hub page on AI for tips and examples of how GenAI can be incorporated into teaching. 

AI has become an integral part of both education and society. Therefore, we are learning how to work with it together. The university believes that is is important that students, and therefore also our teaching staff, learn how to use AI responsibly, critically, and effectively.

What students may or may not do with AI can vary depending on the programme, course, or assignment. As a lecturer, you are responsible for setting these expectations. If no explicit instructions are provided, the use of AI is not permitted.

For assessments involving a written assignment, you are required to assign a level of GenAI use based on the table 'AI bij schriftelijke opdrachten' (LTC HUB). Depending on the learning objectives, you may choose:

• Level 1: AI use prohibited.
• Level 2: AI permitted for editorial support only.
• Level 3: AI permited or required for brainstorming, source research, and the creation of initial outlines.
• Level 4: AI permitted or required for carrying out specific or all tasks.

The general principle is that students are not permitted to use AI in assignments, unless the teacher has explicitly indicated otherwise in advance.

Students may nevertheless ask questions about the use of AI. It is therefore important that you are able to provide a well-reasoned answer regarding whether and how AI may be used.

In addition, make sure that you are able to recognise AI use when it occurs. Attend a Lunchbyte session or otherwise stay informed about developments in this area. For instance on the LTC Hub AI in Education.

AI technologies continue to evolve rapidly and in response to developments in professional practice, an AI learning path is expected to be developed in the near future.

AI can have an educational value when it enhances learning activities by making them more active, constructive, or interactive. Conversely, AI can be problematic when it reduces meaningful engagement with the learning process.

The ISAR framework can help evaluate the educational impact of AI use: read more on the LTC HUB on ISAR framework

What does ISAR stand for?

• Inversion: Learning is negatively affected by AI use.
• Substitution: AI replaces an existing tool without significant impact on learning.
• Augmentation: AI strengthens learning.
• Redefinition: AI enables new forms of learning that were previously not possible. 

For certain courses, the Course Coordinator has already determined what type of GenAI use is permitted. This may range from full prohibition to use under specified conditions. Students are informed about these arrangements in the Prospectus and on Brightspace.

If you have ideas or questions, please feel free to discuss them with your Programme Director or Course Coordinator.

For specific questions:

• General questions about AI policy:
  onderwijsbeleid@law.leidenuniv.nl
• Questions about AI-related academic examination issues:
  examencommissie@law.leidenuniv.nl

The faculty also intends to appoint a Faculty AI Officer.

The faculty's Examination Board has developed guidelines for reporting unauthorised use of GenAI in written assignments. Unauthorised use of GenAI is considered academic fraud and falls under the faculty's existing rules on fraud and plagiarism. The Examination Board's guidance document on unauthorised use of GenAI is intended for internal use and can be found on the LTC Hub.

Students can find information about the use of GenAI in education on the webpage Study on the student website. If students have any questions, they should contact their lecturer.