Artificial Inteligence (AI)

• You can find out whether the use of AI is permitted in a specific course by checking the syllabus, the assignment instructions, or the guidelines in the course’s e-learning platform. If this information is missing, ask the instructor—preferably in advance.
• You can use AI to explain concepts, practice, generate examples, plan your work, or get instant feedback.
• AI can be used to search for literature, for example, to get a basic overview of a topic or to suggest keywords and search terms for various databases. However, all sources suggested by AI must be verified. AI-generated bibliographic information is not reliable.

• If you use AI when writing your thesis, you must properly describe its use in the methodology or introduction of your thesis. You must also follow the guidelines provided by the university, the faculty, and your thesis advisor. For details on writing theses using AI, please refer to the guidelines document titled “Guidelines for the Use of Artificial Intelligence Tools in Academic Theses.” (in Czech)

Currently, there is no software capable of reliably and unambiguously identifying text generated by artificial intelligence. The results produced by AI detectors cannot be considered evidence. For this reason, their use in an academic context is not recommended, especially when they are intended to serve as a tool for evaluating students.

If there is suspicion that a student has used AI without authorization and failed to disclose it, it is recommended to address the matter through dialogue, given the unreliability of detection tools. The instructor may invite the student to a consultation and ask them to explain how the work was created, describe the sources used, or comment on specific passages of the text.

This makes it all the more important to emphasize clear and understandable communication of the rules governing the use of AI in the classroom. These rules should be made available to students, for example through the course’s e-learning platform or syllabus. It is important that they are not formulated in general terms, but that they specifically define what is considered permitted and prohibited use of AI, while also explaining the reasons for these restrictions. It should be clearly stipulated how students are to cite any use of AI in their work.

It should also be clear that the requirement for transparency applies not only to students but also to instructors. Just as students declare whether and how they have used artificial intelligence in their work, it is appropriate for instructors to transparently communicate in which phases of teaching, preparation of study materials, assessment, or provision of feedback they use AI and what role it plays in these processes. Such an approach contributes to building trust, fosters a culture of openness, and helps students better understand legitimate and ethically acceptable ways of using artificial intelligence in an academic setting.

In the age of generative AI, the design of learning assignments should be based primarily on actual learning objectives. Even during the design phase, it is advisable to consider what role artificial intelligence can or cannot play in these assignments and to explicitly define that role. Based on this, it is then possible to specify where AI cannot be used and why, and where its use is permitted.

We recommend placing greater emphasis on the learning process, reflection on chosen approaches, justification of decisions, working with sources, or on tasks firmly rooted in a specific context that cannot be simply replaced by generated output without a deeper understanding.

Artificial intelligence can also be used to grade student work and generate feedback, but with clear limitations. It is not permitted to upload work containing students’ personal data or texts that are not publicly available to publicly accessible tools, both for the sake of data protection and to respect the student’s copyright. AI can serve as a support tool, for example, for checking grammar and style or suggesting feedback structures; however, the final evaluation, interpretation of the quality of the work, and pedagogical responsibility always remain with the instructor. Evaluation using artificial intelligence tools should be conducted transparently and with the students’ knowledge.