AI for Your Teaching
In teaching, AI can support planning, feedback, accessibility and student practice when the boundaries are clear. Explore the pedagogical cycle.
Integrating AI into Higher Education Pedagogy
The integration of artificial intelligence into higher education can support pedagogy when it is connected to clear learning aims. Used thoughtfully, AI can help staff design materials, test explanations, improve accessibility and create opportunities for students to practise judgement.
Key applications include adapting materials for different levels, drafting formative questions, supporting feedback workflows and helping students explore data analysis. These outputs need review: a fluent answer is not evidence that the model has understood the discipline, the learner, or the assessment context.
Effective integration, however, necessitates a structured approach. This involves not only exploring the practical tools but also establishing clear institutional guidelines. Frameworks for assessment and ethics are crucial to ensure that AI is used responsibly and enhances, rather than undermines, academic integrity and student learning. The resources on this page are designed to help you navigate these opportunities and challenges.
Click on a teaching stage above to explore AI applications for that area.
Framework for Incorporating AI in Assessment
This framework helps staff make AI expectations visible at assessment level. It is not an institutional policy claim: adapt it to the module, assessment brief and local regulations so students understand what is permitted, what must be evidenced, and how responsibility is assessed.
Level 1: No AI
The assessment is completed entirely without AI assistance. This level ensures that students rely solely on their own knowledge, understanding, and skills.
Requirement:
AI must not be used at any point covered by the assessment brief.
Level 2: AI-assisted idea generation and structuring
AI can be used in the assessment for brainstorming, creating structures, and generating ideas for improving work.
Requirement:
AI may support idea generation and planning, but the final submission should not include AI-generated content unless the assessment brief explicitly permits it.
Level 3: AI-assisted editing
AI can be used to make improvements to the clarity or quality of student created work to improve the final output, but no new content can be created using AI.
Requirement:
Where required by the brief, provide evidence of your original work and explain how AI-assisted editing was checked.
Level 4: AI task completion, human evaluation
AI is used to complete certain elements of the task, with students providing discussion or commentary on the AI-generated content. This level requires critical engagement with AI generated content and evaluating its output.
Requirement:
You will use AI to complete specified tasks in your assessment. AI-created content must be verified, disclosed and referenced according to the brief.
Level 5: Collaborating with AI
AI should be used as a ‘co-pilot’ in order to meet the requirements of the assessment, allowing for a collaborative approach with AI and enhancing creativity.
Requirement:
You may use AI throughout the assessment to support your own work. Keep a record of significant AI use and follow the disclosure requirements in the brief.
Level 6: Must use AI
AI use is required as a local or module-specific extension of the assessment, designed to build confidence and critical proficiency with AI tools.
Requirement:
You must use AI where specified, evidence how it was used, verify the outputs, and show how this work is assessed.
Related AI Literacy Sites
Move between the staff, research, student and beginner-facing guides. Product features, pricing, model access and privacy settings change frequently, so check current provider documentation before relying on a platform for teaching, research or sensitive work.