Guidance for Instructors

Last updated: August 9, 2026

Disclaimer: The field of generative AI and opinions about how to react to these tools in academia are constantly evolving. As an organization, the CTL works to keep up to date with changes in order to provide robust and timely advice for faculty. Watch this page, as well as our events and blog, to learn more.

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Impact of AI on Education

Shortcomings of AI

Opportunities AI Might Provide

Speaking to Students About AI

Recommendations for Course Policies

AI Detection Software

Artificial Intelligence Tools

Artificial Intelligence (AI) is any technology that attempts to solve problems and complete tasks that would usually require human intelligence. For decades there have been increasing advances in AI software and hardware, including tools many of us use everyday such as GPS, Alexa, or speech to text. Duke provides access to several no cost options to access generative AI, including ChatGPT and Microsoft Copilot. To learn more about these AI tools, visit the OIT AI Suite page. These tools can generate written responses, images, and code to a wide variety of user prompts and questions. Their power comes from machine learning models trained on large datasets, which allow them to predict and generate content in response to prompts.

Generative AI tools such as ChatGPT that produce written content utilize a natural language model that allows users to speak with the AI in a conversational manner.1 Some tasks that ChatGPT excels at are summarizing information, generating computer code, translating text from one language to another, analyzing data, and writing in specific genres and voice. It is important to note that generative AI is not technically thinking or emoting and lacks important human skills such as critical thinking and fact checking. You should not rely solely on AI to produce factual information.

Impact on Education

Generative AI has advanced rapidly and is now deeply integrated into word processing, search engines, and other everyday tools. As these technologies become increasingly embedded in academic and professional workflows, understanding their capabilities and implications is more important than ever. The challenge for instructors is to discover how to incorporate Artificial Intelligence content generators as a tool in their teaching rather than view them solely as a threat. In the past, other technology tools such as multi-function calculators, spelling and grammar checkers, and statistical analysis software shifted the ways we learn and teach. As in those cases, educators will need to help students differentiate when AI can help with learning versus when it is a short cut around learning. 

Generative AI tools, like ChatGPT, produce content based on patterns in data, not critical thinking or true understanding. Their outputs are shaped by large datasets that may contain biased, inaccurate, or harmful information. The design and implementation of generative AI models introduce crucial limitations. Several steps instructors can take:

  • Try AI content generators and understand their capabilities. Learning the basics of how to write effective prompts is key to maximize the content produced by generative AI. You may also want to take time to understand what happens on the back end of any AI tool and what data the tool is pulling from.
  • Update course policies to include considerations for using AI content. While you may not choose to integrate AI into your course, it is important not to ignore these technologies. Here are a few questions to ask yourself: First, do the values of the technologies align with your course values? Second, what do you want to communicate about these technologies to your students? Finally, what are the intellectual gains and guidelines if you do allow students to use AI? Review our further considerations for developing AI policies for more guidance.
  • Learn about the ethical questions surrounding generative AI. Understanding the risks will help you launch meaningful discussions in class that encourage students to understand their own values in relation to AI and mitigate ethical harm as you implement AI activities in your course.
  • Explore ways to change assignments to address AI concerns. Consider adding assignments that educate students about the strengths and limitations of AI and how it relates to your disciple and their future careers.

Shortcomings of AI

Generative AI tools, like ChatGPT, produce content based on patterns in data, not critical thinking or true understanding. Their outputs are shaped by large datasets that may contain biased, inaccurate, or harmful information. The design and implementation of generative AI models introduce crucial limitations.

Bias 

AI retains all of the biases of the information it intakes without intervention, including the stereotypes and misinformation present in human writing on the internet.

Inequity 

The existing digital divide between those who can afford internet and computers, and those who cannot, is exacerbated by a lack of equal access to generative AI literacy. If users aren’t aware of how to use the tools properly, they are at a disadvantage in how they interact with information meaningfully in the age of AI.

Inaccuracies  

AI-generated content may contain factual errors, fabrications, and erroneous findings. There may be a new adage about the internet: “Don’t believe everything you read on the internet and what an AI bot generates based on the internet.”

Intellectual property  

Generative AI poses serious challenges to copyright and intellectual property. It is not clear who owns AI content and if it can be copyrighted. AI models have been shown to plagiarize from training sources when creating content. Content creators are also suing AI companies for using their content without securing proper permissions.

Environmental and Labor Impacts  

AI model training, energy consumption, and new data centers produce negative impacts on the environment at a staggering rate. Workers who monitor AI content make little money and companies take advantage of the economies of the global south.

Opportunities that AI Provides

Generative AI has the capacity to fundamentally alter the way we think about education and learning. Over time, higher education may consider how AI and humans can work together to create content.

Efficiency

AI can help draft emails, blog posts, cover letters, and article or meeting summaries allowing for time savings on everyday tasks. In addition it can support effective teaching and benefit student learning.

stimulate thinking

Stimulate Thinking

Students could annotate an AI-generated text to spark conversation around its shortcomings, use it to search counterarguments during a group discussion, or brainstorm ideas for a new project.

Accessibility

Students can benefit from using AI as a tutoring aid. For example, it could help neurodiverse students who may struggle to initiate work, plus allow all students who don’t understand a concept to find further resources quickly.

Reimagining Learning

As AI generated content becomes more commonplace, this may shift some of the goals of education. Important leaders in higher education are envisioning how learning and academia will change in the age of AI.

Rethinking Assignments

In the age of AI, instructors may change what they define as acceptable evidence of learning. The knowledge and skills students should demonstrate may shift to center on personalized learning, collaborative work, self-reflection and the real-world application of content. 

Supporting AI Literacy for Students

It is the responsibility of instructors and higher education institutions to help students navigate the ramifications and opportunities of generative AI. There are important intellectual questions to be unearthed and discussed.

Open Dialogue

Initiating a direct conversation with students about the use of AI is an opportunity to explain its impact on their education. Together, instructors and students can explore how AI might support their learning, as well as what they may lose intellectually if they use AI to complete their assignments. 

Original Thought

Instructors can emphasize why original writing (or coding or creativity) matters and what it means to develop your own voice and ideas. Understanding how writing and communication skills will help them in careers can motivate students to avoid unwanted use of AI.

Limitations of AI

Students should be made aware of the ethical limitations of AI-generated content to help them understand why presenting it as their own work is inappropriate. If students are allowed to use AI, they need to understand how AI content must be reviewed and verified before incorporating it into their own writing.

Teach Students to Use AI Effectively.

Students need to understand how generative AI works and the data behind it. They should also learn how to write effective prompts. The reality is it will be a part of their careers and everyday life so they should have the skills to use it correctly.

Recommendations for Course Policies

We suggest that faculty clarify their expectations regarding the use of AI at the outset of their course. Instructors have discretion in setting specific AI policies to fit their course and individual assignments. There is no one-size-fits-all policy. Below are some general principles and we have written an expanded guide to writing artificial intelligence policies.

Plagiarism

Instructors should update their academic integrity policy to include guidance on the use of generative AI content and plagiarism. Sample syllabus language might be “Contributions from anyone or anything else in your writing—including AI sources—must be properly quoted and cited every time they are used.”2 Whether AI is banned outright or acceptable in some cases, define the consequences for plagiarism in your course.

Cheating

To support instructors whether they limit, allow, or ban AI use, the Duke Community Standard has been updated to include the unauthorized use of generative AI as a form of cheating. The definition of what is unauthorized will differ across classes. For example, you might allow the use of AI for generating early ideas and drafts without citing use. Other instructors are comfortable with AI only being used with proper attribution in particular assignments. Some instructors do not limit the use of AI at all. A well crafted and communicated policy will help you and students avoid misunderstandings.

Attribution

If you allow AI, point students to proper citation rules. Students should understand how to cite or give credit to AI content generators. They can list ChatGPT as a reference work or quote it within their work. MLA, APA, and other style guides have developed specific guidelines. Instructors can also ask students to retain original conversations and prompts and append them to writing assignments.

Acceptable Use

If students may consult AI, it is important to give students specific guidelines of what is acceptable or not. Sample language might be “Students are allowed to use AI to help revise this draft assignment, but they may not consult AI to write the final paper after I grade the draft. When submitting the draft, students must clearly identify any writing, text, or media generated by AI.”3

AI Detection Software

Learning Innovation does not endorse any software or programs that claim to determine if student’s writing was produced by AI. If instructors use detection software, it should not be considered a definitive measure of cheating, but rather the starting point of a conversation with the student about potential plagiarism.

False Positives and Negatives

Detection tools for AI-generated text remain unreliable and are prone to both false positives and false negatives. As generative AI continues to advance, relying on these tools is not a sustainable or effective long-term strategy. The software can be biased; for example, a Stanford study showed that non-native speakers’ writing was flagged as AI-generated more than native speakers.

Interventions Confuse Software

Making small edits to the AI content, asking the AI to reword its content or copying text from one AI model to another can increase the likelihood of passing detection.

Student Privacy

The use of plagiarism detection software can send a message to students that they are not trusted, and raises privacy concerns if the software collects and stores their work. 

What’s Next?

Interested in further exploration of the impact of AI on teaching? Here are a few in-depth articles to explore.

Footnotes

  1.  For an introduction to AI and its programming models, refer to this piece written specifically for educators.
  2.  This policy language, plus many other examples, are being collected as part of a collaborative project.
  3.  This policy wording, plus other student guidelines, come from Joel Gladd, College of Western Idaho, under creative commons licensing.