Guidance for Schools Programmes and Modules

Using Generative AI applications for learning, teaching and assessment

This guidance offers principles and practical suggestions for the ethical and effective use of Generative Artificial Intelligence (GenAI) within teaching, learning and assessment (TLA). It builds upon the Oxford Brookes’ Strategy 2035 the IDEAS inclusive curriculum model and Brookes’ guidance for digitally enabled programmes and reflects the university’s position on the use of GenAI.

Safe and secure use of AI

AI models and software tools offer exciting time-saving affordances for academic practice and professional service. However, they might store, use or distribute data uploaded to them. This means they are not safe and secure, or GDPR compliant.

When using AI tools, beware of uploading any sensitive, confidential or protected data. 

Ask yourself these guiding questions: 

  1. Do I fully understand the data protection and privacy settings on this AI tool? 
  2. What data, in my prompts and in what I upload, am I giving them? 
  3. Do I have the right to give it to them, is it my information and not someone else's? 
  4. Am I happy for them to store, use and share this data with others? 
  5. Will sharing this data lead to harm or impact on mine or someone's freedoms and rights?

If you are unsure about the data security of any AI tool you would like to use for Oxford Brookes academic practice or professional service, contact

Principles for the effective and ethical use of Gen AI in TLA at Oxford Brookes

The use of generative and other AI is emerging as an essential graduate skill (QAA, 2023) and we must ‘embrace and adopt’ these fast evolving technologies, developing the critical, digital literacies necessary to use them responsibly, ethically and with integrity. 

Whilst there is deep anxiety about the threat AI poses to HE teaching, learning and assessment and academic integrity, at the same time, it is acknowledged that Generative AI has the potential for deep impact on teaching and learning experiences, enabling efficiencies and a personalised experience that can drive engagement. This highlights the importance of fair and equal access to AI (Illingsworth, 2023) and digital security. It is an issue relevant to all disciplines, levels of study, taught and research programmes.

The following four principles can help ensure effective and ethical use of GenAI in Teaching, Learning and Assessment. Each principle is explained and underpinned by supporting pedagogic practices and further resources to inspire future-fit teaching, learning and assessment practices.

These principles can be applied in every subject discipline and programme area. Their specific application should be discussed and agreed at programme/course and module level.

This guidance will be regularly updated to include and highlight further developments as the technology advances.

GenAI TLA: further sources of inspiration

In addition to the examples given under the four principles, a growing number of examples demonstrate how and where teaching staff have modified their curriculum, teaching and assessment processes to take advantage of GenAI. 

You may find the following examples especially useful:

  • The Oxford Brookes’ produced Talking Teaching Across the Globe webinar series is focusing on "Approaches to the Use of Generative Artificial Intelligence" for 2023/24. Upcoming episodes will be publicised throughout the year and videos of previous events are available in the archive.

  • The University of Kent’s Digitally Enhanced Education Webinars channel on YouTube includes several playlists relating to various aspects of GenAI and education.

  • The recent JISC collection of ‘Assessment Ideas for an AI-Enabled World’ contains 40 examples of innovative, AI-augmented assessment types, 29 of which explicitly moot the production of a ‘written document’ (e.g. as a blog, traditional essay, reflective account or portfolio) or highlight the development of academic writing skills as a key learning outcome.


You may also find the following reference list useful.


We thank Professor Peter Hartley PFHEA (Visiting Professor, Edge Hill University), Dr Adrian Wallbank SFHEA (OCAED), Martha O’Curry SFHEA (Centre for Academic Development) for their work on the practices that support the 4 principles.