Students co-designing GenAI course policies prioritize training, disclosure, and institutional support, revealing pedagogical insights into student values and concerns about AI use in education.

In plain terms

This study addresses the challenge educators face in managing the increasing use of generative AI (GenAI), like ChatGPT, in classrooms while ensuring ethical learning. Researchers explored a guided activity where students actively helped create policies for using GenAI in a course. Students first brainstormed individual policy ideas, some even using GenAI for inspiration, then collaborated to refine these ideas by considering different viewpoints. The study found that students highly valued training for both themselves and their instructors on GenAI use, clear rules for when and how to disclose AI use in assignments, and greater support from their institutions. They also expressed a desire for more involvement in decisions about GenAI. This policy co-design process helped uncover students' perspectives, concerns, and understanding of how GenAI should be used in learning.