THE UNIVERSITY OF GUYANA

Tactical Online Services Unit (TOS)

IGRIS Division

OFFICE OF THE VICE-CHANCELLOR

Artificial Intelligence (AI) in Education

Policy

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 1

1. GENERAL POLICY STATEMENT

The University of Guyana (UG) recognises that institutions of higher education, around the

world, are experiencing rapid changes in the educational system, particularly in areas of: (1)

distance education and (2) the increasing use of Artificial Intelligence (AI) tools in education

(Chincholi, 2022). Of immediate importance to the University of Guyana is the recent1 discovery

of the use of AI chatbots among students in take-home coursework assignments. As it is with any

tool, on one hand, AI tools can be meaningfully and productively used, and on the other hand, they

can be abused, as both students and academic staff navigate the teaching, learning, and assessment

responsibilities of education. Given the more recent advances in disruptive AI innovations in

Education, the University is faced with handling new questions and concerns about issues of

appropriate use, unfair means, what might now constitute cheating, plagiarism, equity, access,

and human cognitive capacity concerns in the delivery of education at UG. This policy is a

preliminary response to the foregoing. It is subject to updates from time-to-time as deeper insights

and understandings are obtained about how to harness AI as a tool toward advancing the

University’s Blueprint 2040 strategic aims of Goal 2-4 for establishing UG as a centre of

excellence in specific areas of endeavor and establishing UG as a problem solver in the Guyanese

space as well as creating citizen who succeed and are fit for purpose, and making UG the preferred

place of learning and employment in Guyana.

1
At the time of preparing this guideline
Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 4
 This document flows from the discussion notes of a consultation on the use of AI in the

University held on April 24th convened by the Vice-Chancellor for members of the academic

board and all interested parties.

1.1. Concept Note

Artificial Intelligence (AI) refers to the simulation of human intelligence processes by

machines (IBM, 2023). Captured under this umbrella term is an ever-increasing set of technologies

that support real-world applications, such as expert systems, natural language processing, and

speech/image recognition. Recently, these applications have expanded to include generative AI

techniques that are designed and used to create new content/media, such as text, images, videos,

programming code, and music, et al, based on human prompts. These generative AI techniques

are rapidly improving and integrated into innovative applications. Popular among the applications

that employ generative AI techniques, which are currently being used by students, is chatGPT2

chatbot. ChatGPT was released in November 2022 and has impacted the world, especially the

educational system, with tremendous potential to change how people work and study. Moreover,

these simulations are becoming increasingly accessible and available on end-user computer

systems and devices; thus, proliferating their adoption and use. This has serious implications for

education.

2
There are a number of AI generative tools which are either used can potentially be used by students. The
following are examples. For text generation: Chat GPT, Google BARD, Cohere Generate, Quillbot; Essaybot,
ProWriting Aid, Hemingway, Editor, Zoho Writer, Bing Chat ; for problem solving and coding : AlphaCode, GitHun
Copilot; for video creation: Pictory, Deepbrain AI, Synthesia and Veed.io ; for image creation: DALL-E 2, Mid
Journey and Stable Diffusion; and for referencing : REF-N-Write, Cite This For Me. All of the aforementioned, inter
alia. This list is non-exhaustive, since tools are upgraded and created constantly. The aforementioned list is not
exhaustive, but provides a range of tools that may be used by students in completing their assignments and/or
assessments.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 5

 In relation to implications for education, ChatGPT and apps of this type interpret human

prompts and generate extensive content on most topics in a matter of seconds, with citations

included. ChatGPT and similar technologies make it easy to create essays, articles, frameworks,

artwork, translated language, formulae, computer code, and even computation prompts that can be

used for a wide range of purposes3. AI is used to solve mathematical problems that were once

lengthy and complicated. ‘Whether it’s assisting with verifying human-written work or suggesting

new ways to solve difficult problems, automation is beginning to change the field in ways that go

beyond mere calculation, researchers say’ (Castelvecchi, 2023). AI is being used to produce

Architectural drawings, paintings and art; and is more than a basic tool for art production; ‘it is a

reshaping of art creation thought and an influence on human cognition’ (Zhang, 2022).

On one hand, some of these generative AI outputs have found their way into the

educational system presented as the “original work” of students submitting them for graded

assignments. Whereas, on the other hand, some outputs have also found their way into the

education system in the areas of teaching, assessment, administration, and so on4.

Even in view of the many benefits of AI, there are ethical and societal concerns about its

use that cannot be ignored. These include the amplification and perpetuation of existing systematic

3
Artificial Intelligence Tools at the Hertie School Teaching Guidelines for Faculty and Students. Available at :
file:///C:/Users/USER/Downloads/DOC-20230424-WA0030..pdf

4
Lecturers have been using and have benefited from the correct and ethical use of AI, at UG. There are a number of
advantages that can be derived by lecturers using AI in pedagogy. When used correctly AI has improved efficiency
by providing automated grading, administration, design of examination questions, and the creation of course
content, et al. These generative tools also provide for universal access for all students by making classrooms global,
inter alia. AI tools have helped in bridging language barriers and also providing equal access for students with
disabilities. AI can also be used to tailor the learning content and experience on individualised bases vis-a-vis
individualised student learning capabilities. In general, as reported by UNESCO, AI has the potential to address some
of the biggest problems faced in education today, innovate teaching and learning practices, and accelerate progress
toward SDG 4. However, rapid technological developments inevitably bring multiple risks and challenges, which have
so far outpaced policy debates and regulatory frameworks’ (UNESCO, 2023). In this regard, UG stands to be actively
monitoring emerging technologies to ensure our policies are relevant; the potential of AI is harnessed, and its
application in the education arena is guided by the core principles of inclusion and equity.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 6

and systemic biases that are manifest in the opportunity gaps faced by current and prospective

students. For example, generative AI holds the potential to reinvent the digital divide that, in the

not so long past, separated the haves and have-nots (mostly disadvantaged and marginalized

groups) in terms of contemporary keys to success. Students from developing countries such as

Guyana face further challenges concerning the use of AI tools in education. The deployment and

utilization of AI tools are affected by barriers such as connectivity, privacy issues, biases,

discrimination, digital skills, and, digital literacy gaps. In addition, there are paid and free versions

that offer different features and advantages that will not be equitably available for most students.

The above-mentioned uses and implications of generative AI present opportunities and

difficulties for teaching, learning, and assessment. Overall, AI has the potential to revolutionise all

aspects of education and is gradually reshaping the future of knowledge and skills development.

Education has rapidly evolved in response to the digital revolution, especially since the advent of

the COVID-19 pandemic. These changes raise new and important questions and concerns about

how educational institutions must respond as a collective system and individually in view of

traditional established educational principles, standards, and norms.

The concept of Digital Citizenship cannot be ignored as AI’s usage is being addressed,

since they go hand in hand. Digital citizenship5 is crucial because technology is rapidly advancing

and its use is becoming more embedded in everyday activities. In this regard, technology is

redefining what it means to be a citizen. Citizens who harness the potential of AI must therefore

recognize the need for responsible use of AI. They must limit their own exposure and that of their

organization to current and emerging risks of AI technology.

5
“ Digital citizenship refers to the responsible use of technology and online resources for the support of society…”

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 7

 At the University of Guyana, our aim is to ensure that the underlying purpose of education

– learning – is not compromised, but rather ably supported by technologies. Notwithstanding the

preceding, while AI tools such as ChatGPT do not yet have the ability to reason or create their own

knowledge, they can generate persuasive synthesised information from several sources that gives

the impression of human-like reasoning. These tools are being upgraded to mimic human

reasoning even more. While this hints at difficulties for instructions performing assessment, it

also affords opportunities for advancing assessment at the level of higher order cognitive skills

that hereto presented challenges for instructors. The preceding makes it imperative that the

program offerings of the University and its educational modes of delivery adapt, innovate, and

remain flexible, such that the programs remain relevant and fit within the broad mandate of the

University and emerging national developmental imperatives as well as international directions.

Given that the nature and implications of AI in Education – "the WHAT” – are broadly

understood, the key to successful integration of AI in Education – “the HOW” – resides in

articulating the University’s position on appropriate and responsible use of generative AI and

related technologies at the University of Guyana.

1.2. Linkage to the Vision of the University of Guyana

Further, given aspirational Goal 1 of the University’s BluePrint 2040 of “at least one

graduate per household”, no stone must be left unturned in providing opportunities for students

and lecturers to learn about and use AI tools in line with well thought out principles of ethics-based

curricula and easily accessible professional development support systems.

The University of Guyana, more so since 2020, has embraced technological change, as

Blueprint Goals 2 and 3 indicate to position itself as a leader in some key technical areas. The

University seeks to promote an environment where the use of AI is seen as an impetus for

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 8

enhancing teaching, learning, and administration processes. It is important to note that although

AI can be a powerful tool, it is always a student’s unique qualities and aspirations that will truly

make the difference in how the material AI generates is analysed and presented. In addition, the

quality of the design of examination and assignment questions should demand that students pull

from their personal, local and regional experiences; requiring individualised responses based on

their own knowledge.

The University has also been vigilant in terms of identifying and assessing related and

associated challenges so as to ensure that all students are given the opportunity to pursue quality

education on a level playing field to the extent possible. This document articulates the policy on

the use of AI tools at UG toward fostering a fair and ethical experience for both students and

lecturers. The aim is for the University to continue to provide a futures-driven, safe, robust, ethical

and inclusive learning environment for citizens who must emerge to understand, manipulate, create

and thrive in a digitally virtual world. This policy is not for today but for the future of higher

education and development in Guyana. As such, it is emerging and dynamic, and therefore, subject

to change over time.

2. PREMISE

Academic integrity is the ethical foundation of education and this must never be compromised.

AI has found its way into the education system and its use has reached a stage of inevitability, both

on the part of lecturers and students; nevertheless, AI must not be allowed to undermine academic

integrity. In this regard, there is a clear and urgent need for the University of Guyana to implement

policies; on the use of AI, in education and academic work.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 9

3. PURPOSE

The purpose of this policy is to provide framework for students and lecturers so that they

are appropriately guided in the responsible use of AI tools in Education. In this regard, this policy

establishes that which is considered acceptable use by the University of Guyana and speaks to

support systems and mechanisms for ensuring compliance.

4. SCOPE

This policy applies to students and as well as support service units, in particular, the DVC’s

and Registry Units which have oversight of academic systems of the University of Guyana. They

aim at, and cover, the transparent utilisation of any form of AI tool in the teaching, learning, and

assessment processes. While the current focus is that of ensuring fairness in student assessments

that are administered by UG, including proctored and non-proctored exams, projects, research, and

assignments, both online and in-person, UG also recognises the relationship between the three

education components and the responsibility for transparency and mutual support. This document

does not supersede any other University Standard or Policy on related issues but rather extends

them and fills an existing gap that speaks specifically to the use of AI tools.

5. POLICY

The aim of this policy is to promote transparency, fairness, and individual responsibility

and accountability, in AI use; and to prepare UG staff and students to understand and assimilate

with the emerging AI sentient world. This policy addresses inter alia :

• Embracing technological change

• Integration of Assistive Technologies

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 10

 • Fairness, equity

• Maintenance and promotion of cognitive acuity

• Disclosure

• AI Cognizant Different assessment models

• Plagiarism vs AI – is AI plagrism ?

• Dynamnic , evolving policy

• Communication

5.1. POLICY FOR LECTURERS

The University of Guyana embraces the use of AI tools in assignments and/or other kinds

of assessment, in keeping with the required learning objectives and examination requirements

of courses. The necessary curricula adjustments should be made by each Faculty to facilitate

the provisions of this policy. Notwithstanding, lecturers have the individual responsibility of

ensuring that existing standards, policies, regulations, and guidelines are not compromised in

undertaking any of the following.

5.1.1. Grading

The grading system shall be in accordance with the approved AI Policy of the University

of Guyana. Lecturers must clearly communicate to students, including through existing University

approved channels, that the use of AI tools will affect the process and nature of the evaluation of

their academic assignments, exams, and related submissions. The following sections provide

guidance on how lecturers shall evaluate AI-assisted work by students.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 11

 5.1.2. Positionality

The student policy on the use of AI should be clearly discussed in class, stated in the course

outline, and posted in Moodle. The foregoing should be communicated to students by the lecturer

at the commencement of the course. For courses that have already commenced prior to the effective

date of this document, the lecturer must immediately and clearly discuss the policy on the use of

AI with the students and upload a notice in Moodle, highlighting their requirements .

5.1.3. Full Disclosure

It must be explicitly stated in course outlines that students are required to provide full

disclosure on the use of AI tools.

5.1.4. Assessment Rubric

1. As part of the course content on sourcing, lecturers must provide the student policy

as outlined in this policy to all students. The lecturer’s preferred referencing styles

must be clearly explained to students and the basis for the evaluation of

assignments, such as the originality and quality of the student’s work, must be

discussed.

2. Two different weightings shall be used for students who do and do not use AI

technologies. Therefore, it would be the same categories, but of different weights.

Example of Grading Rubric

AI-Assisted Unassisted

Topic 5 5

Argument 5 8

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 12

 Discussion 10 12

Conclusion 10 10

Citation 5 7

Style 15 15

Computed back to base 50 total

3. Lecturers must use a format as illustrated in the example above for grading.

4. A lower baseline for grading the work of students who utilized AI support must be implemented.

The grading must take into consideration the extent of the usage of AI in the student’s work.

Lecturers shall reward students’ creativity, critical nuisances, and the correction of inaccuracies or

superficial interpretations that may have been generated by the suggestions of AI, in response to

questions asked.

5. Students must disclose and produce all the AI-generated content including the questions used

as prompts provided to the AI tool. This will allow lecturers to see their thought processes, inquiry,

and critical thinking skills, including their decision-making regarding inclusion and exclusion.

Students must also disclose all the AI tool(s) used and whether they were free, trial, or paid

subscription versions.

6. Lecturers must outline whether or not AI use is permitted in their examinations. If students are allowed

to use AI in examinations by the lecturer, considering the nature of examinations and time limitations, the

requirements for use must be outlined by the lecturer.

7. Where AI-generated text has been flagged in an assignment by a Lecturer, the student must be

shown the report and given an opportunity to respond.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 13

8. With regards to pre-existing matters, prior to the approval date of this policy:

• Where plagiarism can be identified, the University’s existing plagiarism policy shall apply.

• If there is no definite way of proving that Artificial Intelligence was used, the assumption

be discarded, unless it can be proven within the University’s policy guidelines that

constitute plagiarism.

5.1.5. Tool Subscription

Lecturers must understand the different features including the advantages and

disadvantages of using paid subscriptions on AI tools or using a free version, in order

to utilize different weighs for grading. Paid versions may provide more detailed and

accurate work as compared to free versions and as such lecturers should take note of

the variations in the quality of work provided based on these versions, to inform their

marking decisions. A higher baseline for marking should be used to mark work done

by paid AI subscription tools vs free versions of A tools, where a variation is verified.

The grading rubric presented in this document shall be used to grade.

The University through COETAL and TOS in collaboration with the AI working

group, will facilitate awareness and knowledge sharing through consistent and

systematic research, information and demonstration sessions as soon as any new feature

of AI technology which can have impact on UG’s work emerges..

5.1.6. Knowledge of AI tools

5.1.6.1. Lecturers must familiarize themselves with AI tools, their uses,

functionality, associated weaknesses, and/or strengths. The preceding is

important in understanding the role of educators in the continuous improvement

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 14

 of educational practice. In addition, each lecturer may include on the course

syllabus, his/her list of preferred AI tools

5.1.6.2. There are a number of detection tools6 that are available to detect use of

generative AI technology in assignments. Turnitin is currently configured for

use by University faculty. It should be noted that the present reliability of the

Turnitin plug-in for AI detection is not 100% reliable and certain specific

failures should be noted in its use as follows7.

5.1.7. Procedure

It is critical for lecturers to employ a number of assessment mechanisms, such as

viva voice interviews by the lecturer or a team, face judgment, and AI detection tools

in order to detect usage and evaluate the degree of usage of AI in students’ work.

Currently, UG uses Turnitin with an AI detection feature.

5.1.8. Authorship

All assignments and assessments where AI is used must be appropriately referenced. The

foregoing applies even if the machine-generated material has been modified by the student. The

discipline-appropriate referencing style must be used.

Students are required to declare that the work submitted is their own. The following

statement must be a part of the general University contract between UG and each student.

I hereby declare that the work being submitted to the University of Guyana is my own

work. I understand what constitutes plagiarism, and I further declare that I have

checked my paper, and this work is not plagiarised. I permit the University of Guyana

to analyse my work using any plagiarism and/or generative AI detection technology,

6
A list of AI detection tools can be found in the appendix of this document.
7
Some sources indicate 25% of failures to detect AI or to return false positives.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 15

 and if found guilty of committing the offence of plagiarism or unfair means, I

understand that I am liable to be sanctioned.

Name:

USI

Signature:

Date :

5.2 POLICY FOR STUDENTS

Full disclosure of the use of AI is required by students. When AI tools are used to aid

students in their assessments, credit should be given to these tools, and this applies even if it is

just an idea that is used and not actual text, drawings, or any other format generated by an AI

tool. In other words, AI must also be cited as a source.

5.2.1 Responsible Use and Accountability

1. All errors in a student’s work whether it is AI generated, once it appears in a

submitted assignment, will be ascribed to the student. Students are responsible for

factual errors and false references in their assignments provided by AI tools, even

if the AI that was used was properly referenced. The assignment will be

downgraded accordingly in such instances.

2. Students are advised to use AI detection software and conduct originality checks

prior to submission, to prevent their work from being accidentally flagged. Student

versions of appropriate AI detection software will be enabled for students to check

before submission.

3. An appendix with the following information should be added to assignments that

utilize AI tools for assistance:

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 16

 • The name of the AI tool used and the version, for example, ChatGPT - free

version/ Chat GPT- Paid subscription.

• The entire exchange with the most important parts highlighted. For

additional proof, lecturers can require that students submit screenshots of

the inputs (questions/prompts) and AI-generated outputs (AI‘s response to

the prompts/questions).

• An explanation of how the AI tools were used, for example, if they were

used to generate ideas, illustrate key concepts and/or present lines of

argument, etc.

5.2.2. Proctored and non-proctored exams, both Online and In-person

1. The use of AI tools should not be abused but rather these tools should be used to

support and complement the teaching and learning process, and as such, must be

used to assist students in garnering a deeper or better understanding of the subject

matter. The material presented must be critically anlysed by the student.

5.2.3 Ensuring Equitable Access to AI and related technological infrastructure for Students

with Special Education Needs and/or Disabilities ( SEND ).

The Inclusivity, Diversity and Equity Policy makes specific accommodations for students

with SEND and staff with disabilities to have access to specialised technologies, which would

also include specialized AI tools, to foster an inclusive teaching and learning environment.

In light of the foregoing students with SEND shall also be allowed the use of required

generative and assistive AI technologies, in accordance with the principles outlined in this policy

and the Inclusivity, Diversity, and Equity Policy. These technologies make it possible for students

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 17

with disabilities to show what they know without being impeded by their disability. (University of

Guyana, 2021)

Additionally, ‘The University will provide lecturers, tutors, educators, and support staff

with training on Special Education Needs and/or Disabilities (SEND), inclusion, differentiated

instruction and inclusive learning and assessments, with regards to AI use. There will also be

continuous professional development sessions to enhance the University’s capacity to promote

inclusion.’ (University of Guyana, 2021).

5.2.3.1 AI assistive tools for students with Special Education Needs and/or Disabilities

(SEND)

Lecturers must allow students with SEND to use the relevant and required AI assistive

tools. These tools include, but are not limited to those outlined in Accommodations under

Appendix H of the University’s Inclusivity, Diversity and Equity Policy. Lecturer must set the

required limitations in these cases.

6.0 STRATEGIES FOR UG’S IMPLEMENTATION OF THIS POLICY

6.0.1 Support Mechanisms and Compliance

Special training workshops and programs developed and offered by the University of Guyana,

such as the Human Relations program, shall be part of the University’s support system to help

students and lecturers regarding all matters relevant to the delivery of Instructional Activities,

including the use of AI tools. These shall include, but are not limited to, training in the area of

ethical challenges and issues associated with the use of AI applications.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 18

 Topics for training and workshops may include, but are not limited to the following:

1. developing appropriate assessment materials, including questions and rubrics;

2. types of AI and how to use the tools (prompts);

3. differing features between paid subscriptions and free versions of AI tools;

4. the effective use of AI;

5. grading assignments and assessments with AI-generated content;

6. using the appropriate referencing style for referencing AI-generated material in all

forms of assessments;

7. tools for identifying AI-generated material and methods of assessing the degree of

use and quality of work;

8. opportunities and limitations of using AI in the teaching/learning dyad;

9. respect for human rights and AI use;

10. privacy concerns such as how personal information is used and how data are

protected; and

11. biases and discrimination such as gender-related stereotypes in data.

6.0.2. Ongoing Monitoring and Evaluation of AI and Related Technologies

Since AI is an emerging technology its evolution must be constantly monitored and

new training programs developed to keep abreast.

6.0.3 Infrastructural Support

Students are responsible for their own personal computing hardware but in cases

where this is justifiably not possible; digital infrastructure, which includes resources such

as Internet access, computing equipment and AI technologies will, as far as possible, be

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 19

 provided by the University of Guyana8 for access by students and lecturers who wish to

utilize AI tools. This can be done through access to the Computer Laboratories in TOS

and faculties. This is necessary for countering inequitable computing conditions including

connectivity which may be an issue for both students and lecturers. The Tactical Online

Services Unit, through the office of the Vice-Chancellor, is responsible for facilitating the

lecturers, and students who wish to have access.

6.0.4 THE ESTABLISHMENT OF AN AI WORKING GROUP

An AI Working Group shall be established by the University of Guyana. to have an

integrative approach to the use of AI. This working group shall be led by a University of

Guyana AI specialist9 and comprise of volunteers from across UG’s campus, representatives

from the Faculty of Education and Humanities ( versed in testing and evaluation) and the

Inclusion. Unit. Training shall be available for both staff and students.

7.0 PRINCIPLES FOR THE ESTABLISHMENT OF GRADING RUBRIC

1. Lecturers should develop their grading rubric to cater to differing baselines for the

grading of work assisted and not assisted by AI tools and such grading rubric will be

approved by the AI Policy and endorsed by the Academic Board ;

2. Based on the established grading rubric, an appropriate penalty should be imposed

for unreflective reuse of material generated by AI tools, in the form of deducting

marks.

8
To support this policy , all relevant Faculties and Units, including the Tactical Online Services Unit shall cater in
their budget, for the provision of technological resources and necessary training.
9
Dr. Morris -Martin will be asked to lead the AI Working Group.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 20

 3. Zero points should be assigned to students who simply reproduce the output from AI

tools without any referencing. This applies even if the student discloses his/her use

of AI tools.

4. Zero points should be assigned to students who fail to disclose that AI tools were

used to generate their work material.

5. Use of AI should not be preferential, the entire class must be given the same

conditions of use and grading.

6. Students are fully responsible for factual errors and false references provided by AI

tools and marks can be deducted accordingly.

8.0 PRINCIPLES FOR ACCOMMODATING THE USE OF AI IN ASSIGNMENTS

The following principles aim to assist lecturers in the tailoring of assignments and assessments to

cater to the use of AI, and the development of evaluations that encourage critical thinking of

students.

8.0.1 Recommendations for lecturers on how to accommodate AI tools

The following recommendations contain assessment principles that are already in keeping with

UG’s vision. These suggestions are intended to help lecturers develop and deliver their courses in

a strategic manner that is best suited to ensuring that AI tools are used correctly and monitored

effectively. For lecturers who have already employed these strategies this will serve as a reminder.

The following guideline is an excerpt from: Managing Artificial Intelligence Tools in Education

and Assessment at FPN. Available at:

https://www.maastrichtuniversity.nl/sites/default/files/2023-

04/fpn_edhub_Faculty%20Guidelines%20for%20Managing%20Artificial%20Intelligence

%20Tools%20in%20Education%20and%20Assessment%20at%20FPN_2023-03-27.pdf

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 21

-Beginning of Excerpt-

1. Adapt courses to AI tools to ensure the quality of education and assessment;

2. Develop teaching and learning activities promoting project-and problem-based work

which fosters critical thinking, analysis, synthesis, problem-solving, creativity, and

collaboration;

3. Encourage students to critically apply theoretical concepts to recent case studies, locally,

regionally, and internationally; and their individual contexts;

4. Teach students to integrate and analyze different sources critically rather than simply

summarizing them; synthesis of information by making associations and finding differences

and how one idea/concept/theory transcends another ;

5. Encourage students to select and explain key quotes from their readings and discuss how

they capture the essence of the material; and

6. Where reflection is used by the lecturer in the course, students can be asked further, to

consider how course materials relate to their personal experiences or relevant cases based

on their age group, country, identity, or area of expertise.

8.0.2 Reducing the Risks of Using AI tools Illegally in Assessments

1. Ensure diversity of assessments within each program. Starting from the effective date of

this policy , it is advised that a large portion (preferably at least 30%) of a program’s

assignments must have full student identity proof. Such assessments include proctored

exams and presentations.

2. Remember that lecturers can adapt nominal plans once a year when they receive them.

Please consider doing so.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 22

 3. Monitor different stages in producing longer papers (e.g., a thesis) by implementing in

between presentations.

4. It is highly recommended, e.g., a research proposal or thesis presentation is submitted,

including the possibility for students to ask questions to ensure the integrity of the student's

work.

-End of Excerpt –

9.0 REASONABLE ASSUMPTION

The application of this policy is dependent on the fairness, and honorable character of both

students and lecturers.

10.0 MANAGING SUSPECTED BREACHES OF THIS POLICY

If a student is suspected to be in breach of this policy, the following steps must be taken:

1. the lecturer shall investigate the suspected breach;

2. evidence of the breach must be established using relevant AI detection tools and methods

for identifying, and assessing the nature and degree of the breach;

3. the student must be engaged or provided with feedback on the evidence of the breach

and the consequences;

4. the approved grading rubric must be used to implement the necessary measures for re-

assessment or grading penalties. where necessary. Where additional penalties are

required , the University’s established sanctioning regime shall be followed; and

5. If the matter cannot be resolved at the level of the student and lecturer, then it must

follow the normal grievance procedures established at the University for students. In this

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 23

 case, independent review can attract a fee which could be refundable if the report which

comes back proves the student justifiably cleared.

11.0 REVIEW REQUIREMENTS

It is understood that the AI context is rapidly evolving and that this policy represents the

University’s initial attempt to respond to the new situations arising from the growing use of AI

technologies. As such, it will be immediately placed into effect within the University upon

approval.

The responsibility of updating this policy will be that of the Tactical Online Services Unit

(TOS) with input from the established AI working group. A review will be done every six months

or as often as is deemed necessary, reflecting any changes to policy areas and issues being

addressed.

It is mandatory for all staff to review and follow this policy, as the means to being current

with its position and content, at the beginning of each semester.

12.0 EFFECTIVE DATE

August 2023

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 24

References
Boston University. (2023). Using Generative AI in Coursework. Boston: Boston University.
Castelvecchi, D. (2023, 02 17). How will AI change mathematics? Rise of chatbots highlights
discussion. NATURE, 15-16.
Chincholi, A. (2022). How AI is Changing the way students learn . Forbes Technology Council.
IBM. (2023). What is artificial intelligence? IBM.
Maastricht University. (2023). Managing Artificial Intelligence tools in Education and. Maastricht
University.
Monash University. (2023). Policy and Practice guidance document around the acceptable and
responsible use of AI technologies. Monash University.
Selin, C. G. (2022, September 22). Artificial intelligence in education: Addressing ethical
challenges in K-12 settings. AI and Ethics 2, pp. 431 - 440.
UNESCO. (2023, 05 30). Artificial Intelligence in Education. Retrieved from UNESCO:
https://www.unesco.org/en/digital-education/artificial-intelligence
University of Guyana. (2021, 06 29). Inclusivity, Diversity, and Equity Policy. Retrieved from
University of Guyana's Website:
https://www.uog.edu.gy/sites/default/files/documents/Inclusivity%2C%20Diversity%20a
nd%20Equity%20Policy.pdf
University, S. H. (2020). ChatGPT and AI Detection Tools. Retrieved from Sacred Hart University
Library: https://library.sacredheart.edu/c.php?g=1301138&p=9560557
York University . (2023). AI Technology and Academic Integrity. York University.
Zhang, J. L. (2022). The Application of Artificial Intelligence Technology in Art Teaching Taking
Architectural Painting as an Example. PMC Pub Med Central.

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 25

APPENDICES

APPENDIX A

List of AI detection tools and their developers by Scared Heart University10.

Disclaimer

As you explore available A.I. detection tools, please be aware that they do NOT have

perfect detection capabilities. Their varying effectiveness may also wane over

time as ChatGPT and other chatbots continue to improve and "train" through updates and usage.

If you choose to utilize these detectors, it's recommended that you do NOT use them as a primary

strategy for adapting to A.I. use amongst students. As the document highlight, other means of

evaluation must be employed. The detection tools can have sizable rates of false positives and

negatives. (University, 2020)

• AI Writing Check

Developed by Quill.org and CommonLit (Free)

• ChatGPT - GPT3 Content Detector

Developed by Draft & Goal (Free)

• Content At Scale's AI Detector

Developed by Content at Scale (Free)

• Copyleaks AI Content Detector

Developed by Copyleaks (Free)

• GPT Detector

Developed by writefull (Free, but has a daily use quota)

10
Sacred Heart University , ChatGPT and AI Detection Tools

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 26

 • GPTZero

Developed by Edward Tian (Has free option with a 5K character limit per document and

3 files limit per batch upload - access to other features requires a subscription plan starting at

$9.99 a month)

• Open AI's Text Classifier

Developed by OpenAI, the makers of ChatGPT (Free, but requires an OpenAI account)

• Originality.AI

Developed by Originality.AI (Paid service at $0.01 per 100 words scanned)

• TurnItIn's AI Writing Detection Tool

Developed By TurnItIn (Paid service, company needs to be contacted for pricing)

• Winston AI

Developed by WInston AI (Paid service, with three different monthly subscription tiers)

• Writer AI Content Detector

Developed by Writer.com (Free)

• ZeroGPT and ZeroAI

Developed by ZeroGPT (Free)

Artificial Intelligence (AI) in Education Policy, University of Guyana 2023 27