A Learning Agreement for Generative AI Use in University Courses: A Pilot Study
Saved in:
| Title: | A Learning Agreement for Generative AI Use in University Courses: A Pilot Study |
|---|---|
| Language: | English |
| Authors: | Marc Beardsley (ORCID |
| Source: | Innovations in Education and Teaching International. 2025 62(5):1574-1592. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, Engineering, College Freshmen, Artificial Intelligence, Pilot Projects, Ethics, Technology Uses in Education, Performance Contracts |
| Geographic Terms: | Spain |
| DOI: | 10.1080/14703297.2025.2535444 |
| ISSN: | 1470-3297 1470-3300 |
| Abstract: | The rapid development of Generative AI (GenAI) tools presents challenges for their ethical and responsible use. This pilot study examines student learning agreements as a governance tool for GenAI use in a first-year engineering course. These agreements included ethical and social considerations that students accepted if they chose to use GenAI. Pre- and post-course surveys and group assignments were analysed. Most students responded positively to the approach, though only one of the ten groups using GenAI explicitly acknowledged its limitations, as required by the agreement. Thematic analysis of student feedback highlighted the need for clearer language, more specific examples and opportunities to revisit the agreement during the course. Overall, the findings suggest that learning agreements can serve as a flexible mechanism to support student autonomy and ethical decision-making when engaging with GenAI tools, helping bridge the gap between rapidly evolving technologies and responsible academic use. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483679 |
| Database: | ERIC |
| Abstract: | The rapid development of Generative AI (GenAI) tools presents challenges for their ethical and responsible use. This pilot study examines student learning agreements as a governance tool for GenAI use in a first-year engineering course. These agreements included ethical and social considerations that students accepted if they chose to use GenAI. Pre- and post-course surveys and group assignments were analysed. Most students responded positively to the approach, though only one of the ten groups using GenAI explicitly acknowledged its limitations, as required by the agreement. Thematic analysis of student feedback highlighted the need for clearer language, more specific examples and opportunities to revisit the agreement during the course. Overall, the findings suggest that learning agreements can serve as a flexible mechanism to support student autonomy and ethical decision-making when engaging with GenAI tools, helping bridge the gap between rapidly evolving technologies and responsible academic use. |
|---|---|
| ISSN: | 1470-3297 1470-3300 |
| DOI: | 10.1080/14703297.2025.2535444 |
