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

2026-08-28

AI Summary

研究通过引导学生共同设计生成式AI课程政策，以解决教育中AI使用的伦理和制度问题，采用的方法是让学生先个体后集体地提出并完善政策提案。

Abstract

As generative AI (GenAI) use among students increases, educators face growing questions about how to support learning while addressing ethical and institutional concerns. This exploratory study examines a guided inquiry activity in which students co-designed a GenAI course policy. Students first developed individual policy proposals focused on appropriate and ethical use of GenAI, then collaboratively refined them by incorporating diverse stakeholder perspectives. The following research questions guided the study: 1) what practical factors do students prioritize in their GenAI use policies, and how do they justify these choices? and 2) how do participants reflect on the policy design process? Participants first completed readings, then used GenAI to brainstorm initial policy ideas. Next, they articulated their own perspectives through a written assignment and a course policy they designed individually. Finally, they incorporated diverse stakeholder perspectives by collaborating with peers to develop a collective policy. Analysis of student artifacts and group discussions showed that participants prioritized training for students and instructors, standardized procedures for disclosing AI use, and stronger institutional support. Participants also wanted greater involvement in GenAI-related decision-making. They described the policy design process as a way to engage with multiple perspectives and the inherent trade-offs involved in governing AI use. This study offers pedagogical insights into how policy co-design activities can surface student values, concerns, and sensemaking about GenAI in educational contexts.

Problem

• generative AI
• course policies
• ethical concerns
• stakeholder perspectives
• co-design

Innovation

• Guided Inquiry
• Co-Designing
• Generative AI
• Policy Development
• Stakeholder Perspectives