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.

Why it matters

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.

Key insights

• Students engaged in a guided inquiry activity to co-design GenAI course policies.
• The process involved individual policy proposal development, followed by collaborative refinement incorporating diverse stakeholder perspectives.
• The study sought to identify practical factors prioritized by students in GenAI policies and their justifications.
• The research also aimed to understand how participants reflected on the policy design process itself.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2608.28501