Generative AI can be used in many ways to support the planning, implementation and development of teaching. It can be used, for example, for brainstorming, drafting, analysis and feedback, as well as for exploring alternative ways of presenting and structuring content.

However, the use of AI should always be pedagogically justified, responsible and in accordance with the organisation’s guidelines. The teacher is responsible for the appropriateness and accuracy of content produced with the help of AI. Particular attention should be paid to the processing of students’ personal data, equality, accessibility and the use of AI in assessment.

See also Arene’s recommendations on the use of AI for universities of applied sciences.

Planning and developing teaching

AI can be used as a brainstorming and sparring partner, for example, to:

• find new perspectives on a topic
• explore alternative teaching methods
• design different ways for students to demonstrate their competence
• plan the structure and progression of teaching
• draft implementation plans
• plan schedules and stages of work
• review teaching from the perspectives of accessibility and clarity.

Instead of asking AI for a single ready-made solution, it is often useful to ask for several alternatives. The teacher decides which suggestions are appropriate for the learning objectives and the student group.

Designing learning assignments

AI can be used to design, test and develop learning assignments.

For example, you can:

• generate different assignment ideas based on a learning outcome
• explore alternative ways of demonstrating the same competence
• test how generative AI responds to an assignment you have designed
• develop assignments that require students to apply knowledge, justify their choices and demonstrate their own thinking
• ask AI to review the clarity of assignment instructions
• create example responses for students to analyse.

Analysing an AI-generated response can also be a learning activity in itself. For example, students can identify errors, evaluate the reasoning presented in the response or verify its claims using original sources.

Designing exams and questions

AI can support the drafting and testing of exam questions.

For example, you can:

• draft multiple-choice questions based on learning materials
• generate statements, applied questions and case examples
• create alternative versions of questions
• ask AI to answer a question and use the response to evaluate how well the question works
• generate an AI response for students to evaluate or correct.

Always check the accuracy of AI-generated questions, answer options and model answers before using them.

Developing instructions and learning materials

AI can be used to draft and modify materials, for example, to:

• draft instructions for students
• describe roles and responsibilities for group work
• explain difficult concepts in different ways
• improve the clarity of texts
• summarise content
• generate examples and exercises
• brainstorm ideas and draft scripts for educational videos
• create tables and structured summaries.

AI can also help review content from the perspectives of accessibility and understandability. However, AI-generated content should always be checked before it is published or provided to students.

Designing assessment

Generative AI can be used to support the design of assessment.

For example, you can:

• draft assessment criteria
• create an assessment rubric based on learning outcomes
• review the clarity of assessment criteria
• compare assignments, learning outcomes and assessment criteria
• identify potential ambiguities or inconsistencies in assessment.

Using AI to support the design of assessment should be distinguished from using AI to make decisions about a student’s performance. The teacher remains responsible for assessment and for the appropriate application of assessment criteria. Student work or personal data should not be transferred to an AI service unless the use of the service for that purpose and the processing of the information are permitted under the organisation’s guidelines.

Developing feedback

AI can be used to draft feedback and develop feedback practices.

For example, you can:

• ask for feedback on content you have created
• draft feedback templates
• improve the structure and clarity of feedback
• generate examples of constructive feedback
• analyse anonymised feedback or other feedback data that is suitable for processing with the AI service
• identify themes and create summaries from large amounts of feedback.

The teacher should review AI-generated feedback before providing it to a student. Feedback should be based on the student’s actual performance and the agreed assessment criteria.

Analysis and summaries

AI can be particularly useful for supporting the organisation and analysis of information.

It can be used, for example, to:

• summarise long texts
• identify themes in texts
• analyse lists and tables
• group and classify information
• compare multiple sources or materials
• create summaries of feedback
• explain what programming code does.

AI-generated summaries and analyses should be checked against the original material. AI may omit relevant information or make unsupported interpretations of the material.

Surveys, research and development

AI can be used, for example, to:

• brainstorm survey questions
• refine or narrow down a research topic
• identify alternative perspectives
• explore possible methods of data analysis
• generate development ideas
• describe and analyse processes.

When research data or personal data is processed, the relevant requirements concerning data protection, information security and research ethics must be followed.

Planning projects and processes

AI can help structure complex and multi-stage activities.

For example, you can:

• define project stages
• draft project roles and responsibilities
• create task lists and checklists
• describe processes
• identify potential problems or bottlenecks in a process
• compare alternative approaches.

AI-generated suggestions should be treated as alternatives to be evaluated rather than as ready-made decisions.

AI as a tool to support student learning

It is also important to consider how AI can be used to support students’ own thinking and learning.

AI can, for example:

• explain a difficult concept in several different ways
• ask students practice questions
• act as a discussion or sparring partner
• provide hints for solving a problem
• help students identify areas for improvement in their own writing
• support foreign-language practice
• simulate different professional situations or roles.

The aim is not to replace the student’s own thinking with AI, but to use AI in ways that support the development of knowledge and competence.

Keep these principles in mind when using AI

Check the outputs. Generative AI can produce incorrect, incomplete or fabricated information. Verify facts and sources against reliable original sources when necessary.

Protect privacy and information security. Do not enter students’ personal data, confidential information or other protected information into an AI service unless the organisation’s guidelines permit the use of that service for such information.

Consider copyright. Make sure that you have the right to use the material you provide to an AI service and that the generated content can be used for the intended purpose.

Ensure equality. The use of AI should not unjustifiably place students in unequal positions. Consider accessibility and students’ different opportunities to access and use AI services.

Maintain human responsibility. Use AI to support decision-making and professional work, not to replace your own pedagogical judgement.

Explain the principles of AI use to students. Students should know where and how AI may be used and how its use should be disclosed. Provide assignment-specific instructions on AI use when necessary.