Institutional Position Statement on Generative Artificial Intelligence (AI) in Education

As generative AI Literacy gains traction as a key employability skill, generative AI offers many opportunities in teaching and learning, not least in supporting inclusivity and improving accessibility. Embracing such opportunities does not mean replacing the academic rigour, expertise and knowledge of our programmes but is about creating an environment in which staff and students can explore AI tools safely, ethically and transparently with appropriate declaration, and without fear of punishment, to enhance learning gain rather than succumb to learning loss. 

Opportunities and benefits will vary across disciplines and practice, and across learning styles and needs. By developing the capacity of our staff and students to:

• identify bias and risk, particularly whether outcomes are affected by any inequities in training data;
• evaluate likely benefits whilst considering environmental impact, and 
• use tools creatively, critically and transparently while respecting data, personal and privacy security requirements and any relevant professional accreditation requirements,

we will empower our University body to make informed decisions on the appropriateness of using generative AI in support of their endeavours. 

As an institution, we are committed to the Russell Group principles on the use of generative AI tools in education (russellgroup.ac.uk), and to ensuring fair access to such tools for our students.