A policy vision is formulated for our Faculty regarding the use of generative AI. The aim of such a policy vision is to take a fundamental position regarding the main concerns, risks and ethical objections surrounding the use of GenAI, as well as regarding the opportunities and possibilities. The vision will serve as a basis for further discussion and decision-making within the Humanities Faculty in general and regarding our education in particular.

Faculty rules and guidelines are formulated regarding the use of GenAI by lecturers in teaching and assessment. These rules and guidelines focus, among other things, on relevant legislation and regulations (e.g. GDPR, EU AI Act, etc.), on AI resilient assessment, elementary AI literacy, communication at the programme level regarding allowed GenAI use by students, and on the use of safe AI tools.

Although University and Faculty AI frameworks are helpful, degree programmes differ from each other, so they require room for setting their own accents in AI-related policy. Therefore, ECOLe will develop/is developing examples for (parts of) programme-specific AI policy measures so that degree programmes are better equipped to make informed decisions when entering into further agreements or establishing programme-level guidelines.

For students the online module GenAI and LLMs in the Academic Community will be updated and supplemented. Degree programmes can use this module in their curriculum. The module is offered by default in all FGW Brightspace modules.

The new core curriculum course Humanities in a Digital World, which will be offered from 2026-27 onwards, will contain elements that contribute to the AI literacy of all our bachelor’s students.

An advisory document will be developed for a learning trajectory in AI literacy, where possible aligned with a trajectory in Digital Humanities, that degree programmes can use to decide where, when, and how AI (and broader digital) literacy is integrated in the curriculum. The aforementioned online module and the core course Humanities in a Digital World form part of such a trajectory in the bachelor’s programmes.

Lecturers who want to experiment with employing specialised chatbots in their teaching, for example with the aim of activating students or otherwise supporting their learning process, can set up a pilot in collaboration with ECOLe on the AI platform LUCA. These pilots are evaluated afterwards and compared across different contexts and faculties to identify which approaches are effective.

Elaborated examples of AI-resilient assessment methods are collected, where possible from our own Faculty, and presented with their advantages and limitations. These will be shared with the faculty for inspiration. More specifically, ECOLe will also explore options for retaining written essays as formative and summative assessments, while administering them within a digital environment.

A format is being developed by which lecturers can communicate to their students about which forms of AI use they allow during assessments and under what conditions. Such a format can support clear decision-making while providing students with relevant information in a more consistent manner (e.g. via Brightspace).

The Rules and Regulations of the Boards of Examiners are supplemented with the possibility of administering an additional (oral/written) assessment in case of suspicion of fraud.

The manual for Boards of Examiners will include clearer instructions regarding the investigation and the burden of proof of AI-related fraud cases.

The Faculty encourages all lecturers to acquire at least basic knowledge about the influence of AI on learning, teaching and assessment, including the risks, limitations and possibilities of AI. In addition, knowledge is also needed about legal, ethical and societal aspects of AI use. ECOLe will curate a selection of online modules, webinars, and articles through which teachers can acquire elementary knowledge of AI. Attention to generative AI within teacher development will be integrated with broader aspects of digital literacy, such as data and media literacy.

Key scientific publications in the field of AI and education/society, including work from educational science and cognitive psychology, will be compiled and made available to lecturers and degree programmes, enabling evidence-based choices, where possible, in educational policy as well as in course-level teaching and assessment.