HMN Position on AI-matters in T&L: Higher Education Learning
STUDENT GUIDE
Essential AI Information There are different types of “Artificial Intelligence” (AI) technologies that can perform different functions with complex implications for society. Generative AI (GenAI) is one type of AI technology. ChatGPT is one example of GenAI software.
AI technologies are not isolated. These technologies are being integrated into many software platforms. GenAI technologies perform different functions from a search engine (like Google). Yet, GenAI can be embedded tools in computer programs, including search engines.
GenAI use is not a neutral action. There are serious ethical considerations regarding AI use including negative impacts on climate, data protection risks, & much more. GenAI outputs can be generic & fall short of requirements leading to poor performance in academic tasks.
GenAI can plagiarise, fabricate & misrepresent information. GenAI outputs can appear more reliable than they are & are not automatically credible sources.
GenAI technologies & outputs can be Teaching & Learning (T&L) resources when used appropriately. AI ethics, use & outputs can be topics for critical scholarship & part of the curriculum.
Key Decision-Making Principles: Centre learning & skill development in all educational practices. Learning is social & involves interactions with content, peers & teachers, as well as GenAI. Interacting with peers can be suitable for collaborative tasks but unsuitable for other tasks where peer interactions would qualify as collusion (a form of misconduct). In the same way, GenAI interactions can be suitable for some tasks but not others.
Learning is a process & not just a product. Your lecturer will decide whether GenAI-technology use aligns with learning objectives or not. When its use supports learning, it may be incorporated into learning activities in specific ways. When its use bypasses learning, GenAI use should be avoided.
Lecturers will communicate GenAI
Due diligence (personal responsibility) cannot be
use instructions. These instructions will
outsourced. Fact checking, source
indicate if GenAI use in a course, activity or
verification, critical engagement & human
assessment is misconduct or not.
oversight are necessities in T&L processes.
Clear communication and reciprocal transparency are essential for learning. All GenAI use during a learning process needs to be recorded & acknowledged (including the prompt, output & adaptations).
Due diligence: Necessary Actions & Responsibilities of University Students* Consult & comply with AI use instructions from your
Seek clarification from your lecturer*, particularly when
lecturer to safeguard your learning*. The use options
you: • cannot find guidance on AI
range from no use to AI Exploration. (Perkins et al. 2024). These instructions can be at course, learning activity &/or assessment levels.
use for your course, activities &/or assessments • are unsure if using software constitutes AI use
Access Faculty Learning Support offerings to develop critical AI
Should you use GenAI or not, it is your
Record & acknowledge all AI use during a learning process. Records
literacies around un/safe & in/appropriate AI technology use.
responsibility to ensure your academic
can include the prompts, outputs & adaptations. For example, disclose &
Follow recommended practices to protect yourself like using university
work is free from bias, misinformation,
record AI editing software use, inclusive of the software name &
approved software. E.g. do not place confidential information in external
plagiarism, fabrication &
version, the prompt(s) used & pre- & post-AI edited versions of your work.
AI software that stores your inputs & uses it to train the software.
misrepresentation of information.
Utilise the AI referencing practices of the appropriate discipline.
*NOTE: Failure to abide by the instructions set by a lecturer in respect of the use of AI may constitute academic dishonesty & result in action in accordance with the Student Academic Misconduct Policy & the Rules for Student Discipline. Written by Catherine Tam, Nora-Lee Botha-Wales, Lindiwe Tshuma and Annie Mafunganyika-Ndlovu, 2025, University of the Witwatersrand, Johannesburg. Endorsed by the Humanities Assistant Deans of Undergraduate Studies (Thabisile Nkambule) & Teaching and Learning (Laura Dison).