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Abstract

The mainstreaming of Generative Artificial Intelligence (GenAI), exemplified by tools such as ChatGPT, has challenged conventional assumptions about authorship and academic integrity in Higher Education. This rapid advancement has highlighted the need for universities to integrate AI into their curricula while maintaining proactive critical oversight. While early discussions have primarily focused on concerns related to academic misconduct, less attention has been given to the pedagogical potential of GenAI.

GenAI tools, particularly those based on Large Language Models (LLMs), have the potential to support students in text-based tasks, such as summarisation, proofreading, and text generation. However, these tools operate through statistical pattern recognition (predictive models) rather than genuine comprehension or reasoning, raising concerns about their implications for learning outcomes in higher education. The Environmental Communication and Management (ECM) programme has thus sought to balance the opportunities presented by AI with the risks, ensuring that AI use aligns with the programme’s core academic values.

This report summarises the efforts in this direction through the implementation of a pedagogical project aimed at exploring and integrating generative AI as a learning tool within the ECM programme. The two main objectives involved: (1) developing a programme-wide approach to generative AI through a policy with clear guidelines that distinguishes between different levels of use of GenAI; and (2) designing teaching and course activities that enable students to critically engage with AI-generated text while enhancing their digital literacy and professional skills.

The project’s implementation consisted of three distinct phases. The first phase involved a desk study (September–November 2023) to examine the use of AI in higher education, reviewing AI policies from Swedish universities and international universities, as well as existing research on the application of AI in education. This phase also included participation in webinars, contributing to a broader understanding of best practices and challenges.

The second phase focused on developing AI usage guidelines tailored to the ECM programme. This process involved workshops with ECM teaching staff and discussions within the Department of Urban and Rural Development. The resulting ECM AI policy outlined clear expectations for the appropriate use of AI tools in coursework and assessments. The finalised policy was presented at a departmental seminar in October 2024, providing a platform for further dialogue and refinement.

An essential outcome of the developed policy refers to the identification of three interrelated stages as crucial for fully integrating AI as a pedagogical tool: (1) mitigating potential risks, (2) building AI literacy, and (3) following professional changes. While the project has not addressed all three stages equally and ongoing work remains, this policy framework provides a solid foundation for structuring future efforts and expanding AI’s role in education.

The third phase centered on designing Teaching and Learning Activities (TLAs) that integrate AI tools in a pedagogically meaningful manner. Three guiding principles emerged from prior stages: (1) AI use should be explicitly linked to course learning objectives; (2) students should be required to critically assess AI-generated content (»AI oversight«); and (3) clear instructions should specify when and how AI tools can be used in assignments. A dedicated workshop in December 2024 facilitated the development of TLAs for ECM courses, with some activities already being implemented in firstyear course work.

The project has contributed to building the capacity of ECM teachers to engage with AI critically and productively. Thus, by proactively addressing AI’s role in education, the ECM programme has established a framework for responsible AI integration, ensuring that students develop both digital literacy and critical reflection skills essential for their future professional careers. We expect the findings from this project to offer valuable insights for other higher education institutions seeking to navigate the evolving landscape of AI in academia.

Keywords

artificial intelligence; generative AI; AI pedagogy; AI literacy; AI policy

Published in

Urban and rural reports
2025, number: 2025:4
Publisher: Sveriges lantbruksuniversitet, institutionen för stad och land

SLU Authors

UKÄ Subject classification

Other Educational Sciences
Media and Communication Studies
Pedagogy

Publication identifier

  • eISBN: 978-91-85735-70-9

Permanent link to this page (URI)

https://res.slu.se/id/publ/143694