Co-written by Amara Atif and Fabian Roth
Imagine logging into your first lecture in a virtual classroom with more than 280 postgraduate students. The grid of names on the screen represents a diverse cohort (97% are international students, 86% are in their first semester) navigating the complexities of a new academic system.
As Dr Amara Arif, the course coordinator, begins outlining the subject assessments and explaining the Canvas guidelines on the use of Generative AI, questions start pouring into the chat:
- “Can I use ChatGPT to help me with my assignment?”
- “How do I cite it?”
- “What kind of proof do I have to include?”
These questions highlight the students’ uncertainty about academic integrity and their need for clear guidance on the responsible and transparent use of GenAI tools.
Later that week in tutorials (Week 1), a survey reveals that, while most students had already begun experimenting with GenAI, over half (56%) rated their AI literacy as ‘Beginner’. Existing UTS library and self-help resources offers broad guidance on using and citing GenAI, leaving more explicit interpretations to tutors and coordinators.
This raises a critical question for the teaching team: how can students be guided towards the effective and honest use of AI tools while addressing varying levels of GenAI literacy and navigating ambiguous guidelines?
The turning point
Faced with the challenge of guiding students in the ethical, effective use of GenAI, the teaching team saw an opportunity to empower students by providing clarity and direction. In Week 2, they introduced a structured assignment template – a clear guide to help students use AI tools responsibly while meeting academic integrity standards.
Developed through a collaborative process, the template combined professional expertise and practical feedback. Amara aligned the template with assessment expectations, drawing on her expertise in AI literacy, while tutor Fabian Roth contributed samples from Week 1 student submissions. Additional feedback from tutors, based on their experience marking Week 1 assignments, further refined the template. This thoughtful process ensured the template addressed both academic requirements and the practical needs of students, offering clear instructions and practical examples to guide them in their academic work.
The template included several key features:
- A paraphrased AI-generated response to demonstrate ethical GenAI use to support (not replace) their original thinking
- Citation examples tailored to GenAI outputs, offering students a clear method to credit appropriately
- An acknowledgement table to transparently declare GenAI tool usage
- An appendix with screenshots of prompts, ensuring full accountability and transparency
In developing this, our aim was to eliminate the fear and confusion around using and crediting GenAI. This template wasn’t just a tool – it was a bridge between exploration and accountability.
From confusion to confidence
By Week 9, a follow-up survey using a 5-point Likert scale revealed striking results:
- 32% of students reported a significant improvement in their AI literacy
- 49% noted moderate improvement, bringing the total to 81% who experienced meaningful growth
- Nearly 75% felt comfortable or very comfortable using and declaring GenAI tools in their academic work
The shift was more than just technical proficiency. Students not only became adept at using GenAI but also developed the ability to critically engage with its outputs. The template served as their guide, shaping how they approached academic integrity in a rapidly changing landscape. As one student shared:
The template helped me reflect on how I use AI in my academic work and the importance of declaring it to show transparency.
Another student reflected on their early struggles:
At first, I had no clue how to use genAI tools academically. The template and referencing guidance helped me perform better and integrate AI into my work meaningfully.
The template wasn’t just a static document. It became a guide, helping students navigate and find balance in the ever-evolving digital landscape of education. For others, it was a gentle nudge toward ethical practices, and responsible AI use. One student may have best captured the essence of the experience:
Using AI in the weekly tutorials has made it possible for me to explore and brainstorm better. I’ve not only learned how to use these tools but also how to declare their role transparently.
Lessons for the future
With the right resources and a proactive approach, challenges can be transformed into opportunities. A simple, structured template not only safeguarded academic integrity but also transformed ambiguity into clarity, and anxiety into empowerment. This approach shows that GenAI, when guided responsibly, can foster deeper learning, critical thinking and confidence for students to ethically navigate an AI-driven future.