A Guided Inquiry Approach to Students Co-Designing Generative AI Course Policies

An exploratory study examined a guided inquiry activity where students co-designed generative AI (GenAI) course policies. This approach allowed students to develop individual policy proposals focusing on ethical and appropriate GenAI use, subsequently refining them through collaborative incorporation of diverse stakeholder perspectives. The research aimed to understand students' prioritized practical factors in GenAI use policies, their justifications, and their reflections on the policy design process.

This research provides insights into how future generations, who will be users and developers of AI, perceive and wish to govern its use, particularly in educational contexts. Understanding student perspectives on GenAI policy can inform the development of more effective and ethically sound guidelines across various sectors. It highlights a participatory approach to policy development, which could enhance adoption and compliance.

Students engaged in a guided inquiry activity to co-design GenAI course policies.

Forward consideration, not a verified fact.