Quelles universités mentionnent l'IA dans les examens ou évaluations ?

Azure AI is listed in UChicago’s approved/restricted table under these data and purpose conditions: Approved up to SRDS low protection level.. Only for non-sensitive information General Use Payment/support label: Enterprise Supported. This listing does not establish coursework or examination permission.

Enregistrements de preuves : 1. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

BoxAI is listed in UChicago’s approved/restricted table under these data and purpose conditions: Approved up to SRDS high protection level.. Can be used for sensitive information with IRB approval. General Use Payment/support label: Enterprise Supported. This listing does not establish coursework or examination permission.

Enregistrements de preuves : 1. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

ChatGPT 3.5 is listed in UChicago’s approved/restricted table under these data and purpose conditions: Approved for data that is made publicly available by its source.. Only for non-sensitive information General Use Payment/support label: Free. This listing does not establish coursework or examination permission.

Enregistrements de preuves : 1. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Peking University lists 北大问学 (Beida Wenxue) as an AI-assisted teaching and learning service for its faculty and students. Its listing does not establish permission to use AI-generated work in coursework, examinations or degree assessments.

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On 27 June 2025, PKU’s Computing Center announced locally deployed 小北智学 (Xiaobei Zhixue) for faculty and students. Campus-card login permits joining public courses and interacting with an AI tutor. Instructors need whitelist approval to create courses and upload materials. Access does not grant assessment permission.

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The AI Scientific Integrity Governance Platform hosted under Peking University’s domain organises comparative AI-use guidance across seven research stages. Its overview describes a synthesis of policies from multiple institutions and authorities; it does not establish a university-wide binding assessment policy.

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UNSW's student guidance lists six Levels of AI Assistance for Term 3 2026, Semester 2 2026 and Hexamester 5 2026: No Assistance, Simple Editing Assistance, Planning or Design Assistance, Assistance with Attribution, Generative AI Software-based Assessments, and Not Applicable. For Hexamester 6 2026 and Summer Term 2027, the page specifies three AI Assessment Modes: Can't Use AI, Can Use AI and Must Use AI. Students should use the framework for their teaching period and check each assessment's instructions.

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The retained Staff Teaching Gateway evidence describes categories of permitted AI use to support assessment design. Current student guidance distinguishes the six Levels of AI Assistance for Term 3, Semester 2 and Hexamester 5 2026 from three AI Assessment Modes for Hexamester 6 2026 and Summer Term 2027.

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Under UNSW's 'No Assistance' level, students are not permitted to use any generative AI tools, software, or service to search for or generate information or answers.

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Adobe Firefly has the stated Cornell access and data conditions; its listing does not authorize coursework or examinations. Adobe licence required; contact Hub/local IT to confirm entitlement.

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Cornell AI Platform has the stated Cornell access and data conditions; its listing does not authorize coursework or examinations. Limited pilot collaborators; contact Innovation Hub. Moderate Risk and below per tool entry.

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Microsoft Copilot Basic has the stated Cornell access and data conditions; its listing does not authorize coursework or examinations. Eligible faculty/staff/students aged 18+; use Cornell authentication. Only Low Risk data; public search has limited privacy.

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A student using any unacknowledged content generated by artificial intelligence within a summative assessment as though it is their own work constitutes academic misconduct, unless explicitly stated otherwise in the assessment brief.

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Cambridge says examiners across undergraduate, taught-postgraduate and research-postgraduate programmes may not upload, copy or share student work with GenAI/LLMs or use them to analyse submissions and produce feedback. The source also prohibits sharing student IP/submissions without student permission because of uncertain storage/use. Examiners may use AI to support their own feedback writing, such as consolidating personal notes or rephrasing comments; this is not blanket permission to upload student work.

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Google Gemini is included in Cambridge’s University Google Workspace core apps for staff and students. University-account access is distinct from permitted coursework, assessment and research data use.

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ChatGPT Edu is institutionally available under its stated account, audience, cost and data conditions. This does not establish permission to use it in coursework or examinations.

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Gemini for Google Workspace is institutionally available under its stated account, audience, cost and data conditions. This does not establish permission to use it in coursework or examinations.

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Grammarly Pro is listed by CETLI with stated access and data conditions. Its availability is not coursework or examination permission.

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Harvard-managed ChatGPT Edu is available by request at a monthly cost, with School or Unit approval and the service's listed eligibility. Codex is included with Harvard ChatGPT Edu licences. ChatGPT Chat and Codex are approved up to Level 3 confidential data; ChatGPT Work requires active monitoring of autonomous sessions for that data level. API keys require separate API Platform access, and connectors require security/privacy approval. Institutional access does not grant assessment permission.

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Harvard Claude is available in paid Standard and Premium tiers, with requests reviewed and approved by Schools and Units. Licences include Chat, Code, Cowork and Science; API keys use a separate API Platform path. Chat and Code are approved up to Level 3 confidential data; Cowork requires active monitoring of autonomous sessions. Connectors require security/privacy approval. Tool access does not grant assessment permission.

Enregistrements de preuves : 5. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Harvard-managed ChatGPT Edu is available by request at a monthly cost, with School or Unit approval and the service's listed eligibility. Codex is included with Harvard ChatGPT Edu licences. ChatGPT Chat and Codex are approved up to Level 3 confidential data; ChatGPT Work requires active monitoring of autonomous sessions for that data level. API keys require separate API Platform access, and connectors require security/privacy approval. Institutional access does not grant assessment permission.

Enregistrements de preuves : 7. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Under Assessment Regime Procedure V12 §1.7–1.7.2 and Table 2, Chief Examiners must determine where and how generative AI can be used in a unit or assessment task, clearly publish use specifications in the required LMS section before the teaching period or at least 4 weeks before task details are released (with Table 2 noting a 4-week deadline before the due date / timetable release), and provide educational reasoning when AI is disallowed.

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Whenever AI is allowed or required in an assessment, students must follow task instructions/restrictions, document the type of AI and its contribution, and provide written acknowledgement of use and extent. When necessary, cite and reference using the closest source types in the required style.

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Using AI in a way not permitted in an assessment or failing to acknowledge its use correctly breaches assessment conditions under Student Academic Integrity Procedure V4.1 §4.7.

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Adobe Firefly is listed by MIT IS&T for MIT faculty, staff, and students. Cost: Free. Institutional access and data restrictions do not establish assessment permission.

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AWS Bedrock is listed by MIT IS&T for MIT faculty and staff. Cost: Institute cost object required. Institutional access and data restrictions do not establish assessment permission.

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AWS Sagemaker is listed by MIT IS&T for MIT faculty and staff. Cost: Institute cost object required. Institutional access and data restrictions do not establish assessment permission.

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ChatGPT in HKU GenAI App is listed by HKU for the specified institutional or eligibility-based service. Access conditions apply and do not establish coursework or examination permission.

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GPT Image in HKU GenAI App is listed by HKU for the specified institutional or eligibility-based service. Access conditions apply and do not establish coursework or examination permission.

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DeepSeek in HKU GenAI App is listed by HKU for the specified institutional or eligibility-based service. Access conditions apply and do not establish coursework or examination permission.

Enregistrements de preuves : 1. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Submitting work created by generative AI as one's own, or misrepresenting understanding of the subject, is plagiarism at Manchester and will be dealt with in accordance with the University's Academic Malpractice Procedure.

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Tools to detect AI-generated content are unreliable and biased and cannot be relied on to identify academic malpractice in summative assessment at Manchester. Output from such tools cannot currently be used as evidence of malpractice.

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Under Senate Policy DocID 79331 §2.1.1, all coursework assessments must be assigned to one of four AI categories (A: AI Prohibited, B: AI Minimal, C: AI Permitted, D: AI-Integrated); under §2.1.2 students may choose not to use AI in Categories A, B, and C (excluding Category D), and under §2.1.3 the category must be published in unit specifications and assessment briefs.

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At the University of Melbourne, using GenAI tools on an assessment task that does not permit them, or using them in preparation without acknowledgement, constitutes academic misconduct under cl. 4.13 of the Student Academic Integrity Policy (MPF1310).

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Before using GenAI for assessment-related work, University of Melbourne students must check that their Subject Coordinator has authorised its use.

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Because third-party external platforms such as ChatGPT use prompts and inputs to further train their models, University of Melbourne staff must not enter assessments, teaching materials, or sensitive IP into third-party platforms, reserving such testing for SparkAI or sanctioned platforms.

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Students may only use GenAI for assessed work (assignments, exams, projects, theses) if expressly permitted by their instructor, supervisor, or program.

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All uses of GenAI at UBC must uphold academic integrity and adhere to the academic misconduct regulations in the UBC Okanagan and Vancouver calendars.

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Copilot Chat (Basic) is available to eligible UBC students, faculty and staff through institutional Microsoft 365. M365 Copilot (Premium), launched October 15, 2026, is a paid departmental subscription for eligible faculty and staff; students retain Basic access. Prompts and responses are not used to train Microsoft foundation models. Separately, CTLT guidance limits what instructors can require students to share with Copilot for Organizations in a course to Standard U1 Low Risk information. All use remains subject to authorized-purpose, privacy and security requirements; tool access does not grant assessment permission.

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Microsoft Copilot is supported by ANU IT Services for all staff via Microsoft 365; staff enterprise tool availability does not establish permission for student assessment use.

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Submitting AI-generated content as one's own work constitutes a breach of ANU's academic integrity rules (academic misconduct or poor academic practice).

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ANU academic staff are not permitted to upload student data or academic work directly to generative AI platforms without student consent, including for the purpose of feedback or marking.

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King's College London states that all staff and students have access to text and image generation through Microsoft Copilot when logged into their KCL Microsoft account, and that its Enterprise licence provides commercial data protection. This is tool access only: it does not authorise AI use in a particular assessment, and the student guidance separately tells students not to input personal data, sensitive information or content created by others into any AI platform.

Enregistrements de preuves : 2. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

King's College London does not ban the use of generative AI by students. Whether and how AI may be used in a given assessment is set by the assessment guidance: students should be given clear guidance on the level of AI that is appropriate and should ask if uncertain.

Enregistrements de preuves : 2. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

King's College London does not require students to cite generative AI as an authoritative source in the reference list, but it requires students to acknowledge any use of generative AI tools in coursework by including a declaration statement with their references. Unless the assessment brief gives other wording, students append either a declaration that no part of the submission was generated by AI software (English grammar and spell checking is consistent with this statement) or a declaration that parts of the submission have AI contributions within the acceptable use specified in the brief, naming the tools and how they were used.

Enregistrements de preuves : 4. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Oxford’s public AI Competency Centre tool guide lists ChatGPT Edu as a University SSO platform with a Confidential TPSA rating. Standard access is listed as free; Microsoft 365 Copilot and Google Gemini Pro are separate paid products. The guide has moved to OxIntranet and is no longer maintained; check successor guidance for current terms. Tool access is not assessment permission.

Enregistrements de preuves : 2. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Oxford’s public AI Competency Centre tool guide lists Codex as a University SSO platform with a Confidential TPSA rating. Standard access is listed as free; Microsoft 365 Copilot and Google Gemini Pro are separate paid products. The guide has moved to OxIntranet and is no longer maintained; check successor guidance for current terms. Tool access is not assessment permission.

Enregistrements de preuves : 2. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Oxford’s public AI Competency Centre tool guide lists Google Gemini as a University SSO platform with a Confidential TPSA rating. Standard access is listed as free; Microsoft 365 Copilot and Google Gemini Pro are separate paid products. The guide has moved to OxIntranet and is no longer maintained; check successor guidance for current terms. Tool access is not assessment permission.

Enregistrements de preuves : 2. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

The University of Auckland's Assessment of Courses Procedures state that AI use in assessment tasks may only be restricted when the task is a controlled assessment, identified as Lane 1; AI may be used without restriction in other assessment tasks, identified as Lane 2.

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The University of Auckland's Assessment of Courses Procedures require courses to use the two-lane nomenclature, including telling students which assessments align with Lane 1 or Lane 2, and require courses and programmes to implement the two-lane approach in assessment design by 2027.

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The University of Auckland's student AI advice states that AI has no agency, treats the student prompting an AI tool as the author, and says students are ultimately responsible for work submitted for assessment.

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At the University of Edinburgh, presenting AI outputs as your own original work, machine-translating assessed work to English, submitting AI content without acknowledgment, and using AI agents within university learning platforms constitute academic misconduct.

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The University of Edinburgh prohibits using AI agents or sharing login credentials within Learn or any University platform requiring login, treating it as a breach of Computing Acceptable Use Policy.

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Edinburgh's Registry guidance says students will not be penalised for using GenAI provided they stay within the stated acceptable uses and adhere to assessment-specific restrictions.

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For Common Awards summative assessments, Durham guidance says students must not use generative AI to create substantive content that they present as their own creation.

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Durham Common Awards AI academic-misconduct policy is scoped to students' use of generative AI in summative assessments on Common Awards modules.

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Durham University categorises student assessments into four GenAI-use tiers: No GenAI Allowed, Selective (specified how GenAI may be used), Allowed (students may choose whether and how to use GenAI), and Embedded (using GenAI is required).

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Imperial provides access to selected OpenAI GPT models through the institutional dAIsy platform. This does not establish access to the standalone ChatGPT service or permission to use GPT-generated content in assessed work.

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Imperial provides access to selected Anthropic Claude models through the institutional dAIsy platform. This does not establish permission to use Claude-generated content in assessed work.

Enregistrements de preuves : 1. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

Imperial provides access to selected DeepSeek models through the institutional dAIsy platform. This does not establish permission to use DeepSeek-generated content in assessed work.

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Under the University of Toronto Code of Behaviour on Academic Matters (effective July 1, 2025), it is an offence for a student knowingly to use or possess an unauthorized aid or obtain unauthorized assistance in connection with any form of academic work. If an instructor has specified that no outside assistance is permitted on an assignment, the University would typically consider the student's use of generative AI to be use of an unauthorized aid. The Office of Academic Integrity scenario page gives the same example but still shows pre-2025 Code wording and is interpretive rather than the governing text.

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University of Toronto teaching guidance (CTSI) now names Cogniti as the preferred tool for teaching and learning, embedded in Quercus and free for every student, and Microsoft Copilot Chat as the easiest general-purpose starting point available to everyone at U of T. Tools in the AI Kitchen are vetted and may be used with institutional data up to Level 3. Some licensed tools require a paid subscription not covered by the University. Tool availability does not authorize AI use in a given assessment.

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Contact North AI Tutor Pro is no longer listed in the central AI Kitchen directory, but the UTSC Centre for Teaching and Learning still lists Contact North AI tools as approved and publicly accessible (no UTORid required), describing AI Tutor Pro as supporting students' knowledge and skill building. This is a campus teaching-centre listing, not a central approval record, and it does not authorize use in a particular assessment.

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Microsoft Copilot is listed for University of Wollongong in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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UOW's Subject Delivery Policy requires assessment information in each Subject Outline to include a statement indicating whether and how generative artificial intelligence tools can be used in the subject, including for each assessment task.

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UOW's Assessment and Feedback Policy says staff are not permitted to upload student work to third-party tools, including GenAI or misconduct detection software, in the context of privacy and data policies.

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Princeton OIT's current Princeton-supported AI Tools directory lists Adobe Creative Cloud Image Generation: Faculty, students and staff; no request necessary; Cost column: No. Approved for Public, Internal and Confidential data, not Restricted. The directory's Cost column (Yes/No) indicates whether a cost applies, not a specific personal price. Directory listing is not permission to use the tool in a course assessment.

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Princeton OIT's current Princeton-supported AI Tools directory lists Google Gemini Workspace+: Faculty and those they sponsor; access by request; Cost column: Yes. Not listed for students generally. Approved for Public, Internal and Confidential data, not Restricted. The directory's Cost column (Yes/No) indicates whether a cost applies, not a specific personal price. Directory listing is not permission to use the tool in a course assessment.

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Princeton OIT's current Princeton-supported AI Tools directory lists GitHub Copilot: Faculty and those they sponsor; access by request; Cost column: Yes. Approved for Public, Internal and Confidential data, not Restricted. The directory's Cost column (Yes/No) indicates whether a cost applies, not a specific personal price. Directory listing is not permission to use the tool in a course assessment.

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OpenAI ChatGPT Edu is available to all current Stanford faculty, staff, students, and postdocs with an active SUNet ID at no cost during the university pilot through August 2027. Access requires submitting an activation request form and logging in via Stanford single sign-on (SSO). ChatGPT Edu is approved for Low Risk and High Risk non-PHI data, and is approved for Protected Health Information (PHI) under Stanford's Business Associate Agreement (BAA) and Data Risk Assessment (DRA). Free pilot access is separate from paid higher tiers. Students must follow the applicable school, course and task rules; institutional access is not assessment permission.

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Anthropic Claude for Education is available to all current Stanford faculty, staff, students, and postdocs with an active SUNet ID at no cost during the university pilot through August 2027. Access requires submitting an activation request form and logging in via Stanford SSO. Claude for Education is approved for Low Risk and High Risk non-PHI data; Protected Health Information (PHI) is NOT approved. Free pilot access is separate from paid higher tiers. Students must follow the applicable school, course and task rules; institutional access is not assessment permission.

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Google Gemini Enterprise is available to all current Stanford faculty, staff, students, and postdocs with an active SUNet ID at no cost during the university pilot through August 2027. Gemini Enterprise activates automatically on first sign-in through its University homepage using a SUNet ID; no request form is needed. Gemini Enterprise is approved for Low Risk and High Risk non-PHI data, and is approved for Protected Health Information (PHI) under Stanford's Google BAA and DRA. Free pilot access is separate from paid higher tiers. Students must follow the applicable school, course and task rules; institutional access is not assessment permission.

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The University of Sydney's current student guidance (last updated 2 June 2026) says students can use AI in open (unsupervised) assessments, where educators guide the appropriate types of use and AI use must be acknowledged, but generally cannot use AI in secure (supervised) assessments unless the unit coordinator has given express permission in the unit outline. Each unit outline has a 'Use of AI' column showing, per assessment, AI prohibited, AI allowed, AI limited, or not applicable. This replaces the earlier Semester 1 2025 transition wording.

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The University of Sydney Student IT page describes Microsoft Copilot as a University-endorsed GenAI tool, free for all students and accessed by signing in with a University account; students may use it for assessments provided they use AI tools responsibly, which still depends on each assessment's AI rules.

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The University of Sydney's Academic Integrity Policy 2022 states it is an academic integrity breach to inappropriately generate content using artificial intelligence to complete an assessment task, and submitting an assessment generated by AI may be considered contract cheating.

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TU Delft Teaching Support says NetID-authenticated Microsoft Copilot Chat is currently the only tool permitted for educational use; the institution-wide policy remains under development, and individual assessments are subject to their own rules.

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ME guidance uses a “Yes, unless” rule of thumb for unsupervised work, subject to written course restrictions and the student’s own reasoning/writing responsibilities. Check the course statement; this is not a university-wide default or an exam permission.

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Where the ME instructor limits AI, students must disclose use for work contributing to a grade using the selected acknowledgement format. End/appendix placement is a recommendation and excluded from word count. Not acknowledging restricted use could be fraud, not automatically a finding.

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TUM's digitalization announcement states that M365 services and M365 Copilot Chat can be used after activation in TUMonline. Tool activation does not establish assessment permission: ProLehre's written-work guidance requires explicit permission for the specific assessment, and its data guidance instructs users not to enter personal, sensitive or confidential data even into TUM-approved tools. Individual cost is not established in these reviewed sources.

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TUM ProLehre guidance states that instructors have broad pedagogical discretion when deciding whether and how AI is used in their courses, and that related rules should be didactically grounded and communicated transparently to students. In student guidance for written coursework (Hausarbeiten, essays, and assessed written work), ProLehre establishes that students are authorized to use AI tools only when AI use is explicitly permitted for that specific assessment.

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TUM ProLehre guidance recommends starting AI-use decisions from the intended learning outcomes and whether AI use supports, complements, or hinders those competencies.

Enregistrements de preuves : 1. La preuve originale reste canonique sur l'enregistrement universitaire lié et le JSON public.

UQ has disabled the Turnitin AI writing indicator functionality for all assessments from Semester 2, 2025, citing that AI detection tools are flawed and unreliable.

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At UQ, the use of AI outputs without attribution, and contrary to any direction by teaching staff, is a form of plagiarism and constitutes academic misconduct.

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UQ Library advises coursework students to acknowledge AI use, including summarising, brainstorming, planning and editing. Assessment instructions and discipline-specific practices determine the required form and relevance of disclosure; students must check each task and course profile.

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Tsinghua’s historical English feature reports Xiaoda was introduced to incoming freshmen in 2024. A September 2026 university-hosted report states it opened to all undergraduate and graduate students in June 2025. This is an institutional access statement, not permission for assessments; authenticated access and current feature entitlements were not tested.

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A university-hosted report dated 29 September 2026 states Xiaoda opened to all undergraduate and graduate students in June 2025 after its 2024 freshman pilot. Account access, feature entitlements and pricing were not independently tested. This does not authorize coursework or exam use.

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An undated Student Learning and Development Center page still describes Xiaoda as a pilot limited to 2024 undergraduates. This is retained as historical/conflicting page wording; the dated September 2026 report supplies the later broader opening statement. Current authenticated eligibility is untested.

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The three categories are guidance for communicating assessment expectations. Assessment briefs take precedence; staff may specify additional conditions, and individual assistive-technology exemptions must be clarified.

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UCL defines academic misconduct in the context of GenAI as gaining an unfair advantage over other students; there is no single list of fair and unfair uses as it depends on the assessment category.

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UCL generally permits language and writing review that does not determine substantive content, subject to the assessment brief and assessed-language exceptions. CLIE Modern Foreign Language modules prohibit third-party or software language and writing review.

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Under Columbia Law School's 2026–2027 Default Academic Policy on Student Use of AI (§9.1), use of AI during any examination is prohibited except where advance permission is granted in writing by the course instructor in the course syllabus and/or examination instructions; where not authorized, every word of an examination answer must be produced by the student without AI assistance (irrespective of whether proctored or take-home, online or handwritten), and students are strictly forbidden from inputting current examination questions, prompts, or fact patterns into an AI tool.

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Under Columbia Law School's 2026–2027 Policy (§8.3), students are permitted to consult AI to test arguments, solicit criticism, explore alternative articulations, and improve written work for clarity and reliability, alternate phrasing, and tone and concision, as well as identify and correct spelling and grammatical errors; in all cases students must exercise independent, rigorous critical judgment, and Sections 8–11 serve as default policies that instructors may vary in writing in the course syllabus or assignment instructions.

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CUIMC restricts sensitive data (PHI, RHI, PII) use with AI to approved platforms; research protocol use of AI involving Sensitive Data or Research Health Information (RHI) must be submitted through the standard IRB process and routed to the CUIMC AI Governance Committee (AIGC).

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Sheffield PGR guidance says postgraduate researchers' use of generative AI must align with the University's expectations for responsible research and academic integrity.

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Student academic-integrity guidance tells students to check school or department guidance and module assessment criteria before using GenAI, because use may be prohibited on some modules or assessments.

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The University of Sheffield says every undergraduate programme integrates GenAI literacy through structured teaching activities and formal assessment, while giving staff and students clarity about acceptable AI use across assessments.

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For assessments and assignments, students should assume generative AI use is not permitted unless the assessment or assignment explicitly states otherwise.

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The University states that generative AI detection tools are not currently allowable and that student work should not be uploaded to generative AI detection software.

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The research AI guidance says personal, confidential, or sensitive data must not be entered into AI tools without clear justification, data minimisation, and a Data Protection Impact Assessment where applicable.

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Microsoft Copilot is listed for University of Nottingham in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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The University of Nottingham Quality Manual includes unpermitted generative-AI-generated or AI-improved assessment work within false authorship.

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University of Nottingham student guidance says AI use for assessed work is assessment-specific: module or assessment information should say whether AI use is essential, optional, or prohibited, and students should not assume permission.

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aiaiapps is listed for EPFL – École polytechnique fédérale de Lausanne in an official teaching tools source as a collection of crystallized prompts developed by CEDE for teachers to facilitate the generation of quizzes, exercises, hints, and image descriptions. It is designed primarily for instructors and teaching staff to support course design; student use in assessments is not authorized by this tool listing.

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EPFL teaching guidance lists EPFL Chatbot as an AI-powered chatbot and semantic search of EPFL academic content that can suggest relevant video lectures and related exercises. Open Graph Search to sign in to Chat with Graph Search; course-specific AI tutors are deployed within participating courses by instructors. Institutional tool listing does not establish permission to use AI in assessments; students must not use AI during exams or assessments unless explicitly allowed.

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EPFL's studying guide states that assessment material not constituting the student's personal and original contribution must be recognizable as such under LEX 1.3.3 Article 4. It says the use of AI tools should be disclosed in a statement and directs students to check their course's specific AI policy or ask the instructor how to formulate it.

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Google Gemini is officially licensed and provided to ETH Zurich employees and students free of charge through the ETH Google Workspace Cloud Subscription with enterprise data protection (no model training). CISO cloud assessment remains OPEN; Google tools are not approved for confidential or protected personal data. An optional fee-based Google AI Pro license is available for employees.

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Google NotebookLM is officially available free of charge to ETH Zurich members through the Google Workspace Cloud Subscription with enterprise data protection. CISO cloud assessment remains OPEN; tools lacking assessment have not been released for confidential or personal ETH data.

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Students are responsible for the content of work they submit. Performance assessments must be conducted independently and personally; GenAI may serve a supplementary role but not replace student efforts.

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McGill IT Services offers a secure Commercial Data Protection version of Microsoft Copilot, accessed with McGill credentials, which it chose because it conforms to the University's privacy and data protection standards; the public version of Copilot does not conform and should not be used for McGill-related purposes. Even in the secure version, users should not share private, sensitive, PII, PHI, PCI or other confidential information. McGill's separate 'AI Tools at McGill' directory returned HTTP 403 when re-checked on 2026-10-20, so the current directory entries (names, audiences, prices) could not be independently re-verified. Tool approval is not permission to use AI in an assessment.

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McGill guidance says users should mitigate potential privacy concerns by removing personally identifying information when using AI tools, be careful with sensitive or restricted material, and avoid using Personal Health Information (PHI) or Payment Card Industry (PCI) data with AI tools.

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McGill IT Services' June 2024 article describes the secure Commercial Data Protection version of Microsoft Copilot, accessed via Microsoft Edge, as having undergone a data security and risk assessment and as the version McGill chose for McGill-related work. 'Commercial Data Protection' is the product name used in that 2024 article; the current Microsoft product name and McGill directory entry were not re-verified because the directory returned HTTP 403.

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Microsoft Copilot Chat is free for HKUST staff and students. HKUST sign-in enables enterprise protection and a no-foundation-model-training commitment; individual assessment permission depends on course rules.

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Microsoft 365 Copilot requires an additional paid licence for HKUST staff and differs from free Copilot Chat; institutional access does not decide course-level assessment permission.

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HKUST assessment guidance says course syllabi should clearly state relevant GenAI and academic-integrity policies and be available at the start of a course; CEI separately requires faculty to communicate their chosen GenAI policy in writing.

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Zoom AI Companion is provided to eligible members of The University of Tokyo under institutional Zoom licenses; institutional access does not grant assessment permission.

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UTokyo instructs faculty not to input exam questions directly into generative AI tools, as exams are highly confidential documents.

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UTokyo advises faculty to test their own assignments with generative AI tools to understand how well AI can complete them, and use this understanding to inform assessment design.

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UCLA Zoom AI Companion is included for active users with licensed UCLA Zoom accounts at no extra cost, but is disabled by default and requires host opt-in; academic assessment rules are separate.

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The UCLA Academic Senate's 2023 teaching guidance explains instructor-specific AI rules and source acknowledgement. The Interim 2026 Conduct Code further expressly defines unauthorized AI composition as cheating and unacknowledged AI-created work as plagiarism; follow the faculty member's course directions.

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UCLA’s Interim2026 Code identifies unauthorized or prohibited AI assignment composition as cheating and AI-composed work without attribution as plagiarism. Follow the actual instructor’s directions; the2026–27 resource memo establishes no new academic policy or course permission.

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Uppsala University's central guidelines say sensitive personal data may only be transferred to a university-approved generative AI system, and student material may not be transferred without the student's permission to a generative AI system that might use it to train the system.

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Uppsala University's central generative AI guidelines say that any restriction on generative AI use in teaching or assessment, and any requirement to report AI use, must be clearly stated in written information; restrictions must be justifiable by learning outcomes, the nature of the task, or pedagogical considerations.

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When students are expected to use generative AI in teaching or assessment, Uppsala University's central guidelines say the course coordinator or examiner must be able to ensure the tools are provided at no cost to the student; if doctoral students are expected to use generative AI, the principal supervisor has responsibility for ensuring suitable tools are available at no cost.

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Caltech admissions prohibits applicants from copying and pasting directly from an AI generator, relying on AI-generated content to outline or draft essays, replacing their unique voice with AI-generated content, or translating essays via AI.

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Caltech admissions permits applicants to use AI tools like Grammarly or Microsoft Editor for grammar and spelling review of completed essays, to generate brainstorming questions or exercises, and to research the college application process.

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The Caltech HSS generative AI policy applies to all assignments including major papers, exams, discussion board posts, reflections, and problem sets.

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Gemini Enterprise is described in NTU’s 6 April 2026 university announcement. Official announcement covers all NTU undergraduates from August 2026; current individual account activation and licence conditions were not independently tested. Follow assessment instructions separately.

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Google AI Studio is described in NTU’s 6 April 2026 university announcement. Official announcement covers all NTU undergraduates from August 2026; current individual account activation and licence conditions were not independently tested. Follow assessment instructions separately.

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Vertex AI is described in NTU’s 6 April 2026 university announcement. Official announcement covers all NTU undergraduates from August 2026; current individual account activation and licence conditions were not independently tested. Follow assessment instructions separately.

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Queen's University Belfast provides all staff and students with access to Microsoft Copilot Chat as an approved secure AI tool using their @qub.ac.uk email address, which provides Enterprise Data Protection ensuring conversations are not used to train public models.

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Queen's assessment guidance says module staff will clarify if and how AI can be used in assessment, and students should consult their tutor if in doubt.

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Queen's AI position page says its staff and student AI guidance is based on RAISE principles: responsible use, AI best practice, integrity, support, and equitable access.

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SNU Central Library guidance (and AI Guidelines Chapter 2 §3(7)) states that researchers must check the editorial policies of target journals and publishers from the research planning stage, as publishers vary on disallowing LLM authorship, restricting AI-generated text, or permitting AI only as a supplementary tool.

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SNU Central Library guidance warns that failing to cite generative AI use when writing papers risks being regarded as plagiarism, and advises researchers to cite generative AI appropriately according to each target journal's citation style (introducing MLA, APA, and Chicago examples).

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Under SNU AI Guidelines Chapter 2 §2(3), instructors should understand the limitations and imperfections of AI detection tools (AI 탐지 도구의 불완전성을 이해하고) and, except where AI use is explicitly permitted under course policies, take care to prevent students from gaining unfair advantages in assignments or examinations through improper use of AI (the Guidelines do not state a formal sole-evidence prohibition).

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Official SJTU Xflops materials list a locally deployed DeepSeek service, supported by the Xflops team and the Network Information Center, with DeepSeek/Qwen models. The page does not establish eligibility, price, retention or assessment permission.

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Teachers are primarily responsible for AI-supported teaching design. They must observe applicable educational rules, specify scenarios and risks, provide testing/validation reports and filing when necessary, and explain course AI scope and AI-generated-content citation formats to students; SJTU may pursue responsibility for unregistered or risky tools.

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Students must follow the AI-use rules specified for each course and comply with teaching plans, intellectual-property requirements and academic integrity. SJTU’s separate teaching-center guide offers teacher-facing examples; it is not itself a university-wide disciplinary offence list.

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Swansea University's AI assessment policy says staff and students should not enter identifiable information into any AI application, and are not permitted to upload student assessment or identifiable data without explicit written consent.

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Swansea University's AI assessment policy says staff and students are not permitted to present work completed by AI applications as their own without acknowledgement.

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Swansea University has a policy for responsible use of AI applications, including generative AI, in assessment, applying to faculty staff, students, and professional service staff involved in assessment or AI use within the University.

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For each examination, the UHH orientation framework says the relevant examiner or examination board must decide whether generative AI systems are permitted as aids, and unauthorized aids are governed by examination regulations and usually lead to a failing mark.

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The UHH orientation framework says personal data must not be used in generative AI, including UHHGPT, while German supervisory authorities are still examining the lawfulness of personal-data processing in the underlying ChatGPT model.

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The UHH orientation framework says teachers and students should use generative AI reflectively and responsibly, check AI-generated content for correctness, and use generative AI only within legal, exam, data-protection, copyright, and good-scientific-practice requirements.

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Campus AI Sandbox (Beta) provides Protection Level P3 support for administrative and academic pilots, limited to employees, student employees, and students enrolled in Engineering or Haas Business School; it is not an all-student service or automatic exam permission.

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The UC Berkeley Academic Senate recommends that for assignments where GenAI is not permitted, instructors should adopt enforcement mechanisms such as in-person proctored exams, an additional oral exam component, or a written statement of academic integrity, since no validated GenAI detection tools exist.

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UC Berkeley warns that AI use involving highly-consequential automated decision-making requires extreme caution and should not be employed without prior consultation with appropriate campus entities including the responsible unit head. Examples include legal analysis, recruitment/personnel decisions, replacing represented employees, facial recognition security tools, and grading or assessment of student work.

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Regulation 32 states that assessed student work should not contain content produced by another person, website, software, or AI tool except where AI use is explicitly permitted.

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Regulation 32 says use of websites or generative AI software that generates answers or references is prohibited, while some Schools may allow AI tools for specific purposes and any AI use must be referenced.

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University of Glasgow student guidance says using AI or other computational aids in university work without acknowledging the input counts as academic misconduct.

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The University of Gothenburg study-rules PDF states that, for take-home examinations, written tasks, or equivalent, AI-generated content may not be presented as one’s own work and examiners should specify the limits for permitted use of generative AI tools.

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University of Gothenburg student guidance says the university does not prohibit generative AI in education; teachers and examiners decide whether, when, and how it may be used in coursework and examinations.

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University of Gothenburg student guidance says generative-AI guidelines vary between courses, programmes, departments, and faculties, and that teachers and examiners are responsible for communicating those guidelines to students.

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Google Gemini is listed for University of Malta in an official university AI tools source. Derived availability: allowed. Derived endorsement type: institutionally licensed or procured.

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University of Malta student FAQ guidance tells students to check with their tutor before using Generative AI tools to produce answers in summative assessments.

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University of Malta academic-staff guidelines say lecturers decide if and how Generative AI is permitted in a study-unit; if assessment instructions do not mention Generative AI, use is assumed not allowed except for listed support uses.

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Adobe Firefly is available through U-M enterprise Adobe licensing to eligible faculty, staff, and students at no added individual cost. This institutional availability is not blanket permission for coursework, examinations, or sensitive-data uploads.

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U-M GPT is an ITS-provided conversational AI service for active U-M users. Access is governed by ITS terms, including U.S.-only use and data safeguards; availability does not authorize all academic assessments.

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U-M guidance gives instructors flexibility to allow or disallow GenAI by course and assessment, with clear syllabus and assignment expectations; course policies should align with applicable school or college misconduct policies.

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Yonsei students should follow the instructor’s announced syllabus/course AI-use rules; the August 2025 instructor guideline also addresses permitted and prohibited exam contexts and disclosure when use is allowed.

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The2025 instructor guideline assigns the course instructor the choice of prohibition, limited uses or broader uses, announced in syllabus and class. Example syllabus texts are options, not universal student permission.

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Where AI use is permitted, the instructor selects and announces one or more disclosure/log methods. Prompt fields, versions and upload examples are selected course methods, not a universal checklist.

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Aston University's 2024/25 student discipline regulations define misusing AI tools as an academic offence where AI use is not permitted and a student uses AI tools to generate assessment content submitted as their own original work.

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Aston University staff guidance says each assessment brief must explicitly state whether generative AI use is essential, optional, or prohibited.

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Aston University's 2025/26 general regulations update identifies unreferenced use of artificial intelligence in an assessment in contravention of the relevant assessment brief as an academic offence category.

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Edinburgh Napier University's Assessment Policy states that inappropriate use of Generative AI in assessment, including presenting generated content as a student's own work, is cheating and a breach of the Academic Integrity Regulations.

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Edinburgh Napier University's generative AI position states that the university does not permit Gen AI detection tools on student assessment submissions, and academic staff are not permitted to use external detection tools on student work.

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Edinburgh Napier University's Assessment Policy says every assessment will use the Assessment Declaration Cover Sheet for students to declare that the submission is their own work and acknowledge other-source contributions, including Generative AI use.

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TU/e allows AI tools as aids for general study and teaching functionalities unless an examiner explicitly forbids them, while keeping students and staff responsible for submitted work and educational activities.

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TU/e states that generating quantitative or qualitative research data with GenAI is fundamentally prohibited unless the examiner gives explicit consent.

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TU/e does not permit automated decision-making or grading based on a GenAI model without human oversight over the assessment process.

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Fudan's formal rule on AI tools in undergraduate theses (adopted by the Academic Affairs Office on 24 September 2024, trial) allows AI use only with the supervisor's consent and only where AI output does not affect assessment of the student's own innovative ability, in four areas: literature search and management (verifying references), suggesting chart types and auxiliary charting (not generating or altering original data or key research figures), coding and method screening where the method is not the thesis's innovation (all code and methods must be reviewed and tested by the author), and reference formatting (with checking). This rule is specific to undergraduate theses; it is not a rule for all courses or for graduate theses.

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Under the Fudan undergraduate-thesis AI rule, breaches are handled according to their seriousness: they may be reflected in the thesis assessment grade, lead to refusal of the defence or cancellation of a passing grade, and only where they constitute academic misconduct lead to disciplinary sanctions, loss of degree eligibility or degree revocation. Course papers, term papers and exam papers may refer to this rule where no specific rule exists, while published academic papers and research activities are governed by other rules and are outside its scope. Supervisors and reviewers may add supplementary assessment to check the student's mastery.

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Under Fudan's Student Disciplinary Regulations (2017, amended 2019), students must be informed of their right to state their case and defend themselves before a sanction. A student who disagrees with a disciplinary decision may appeal to the University Student Appeals Committee within ten days (not working days) of service of the decision; the committee normally concludes within fifteen days (extendable by fifteen), and a student who disagrees with the review decision may appeal to the Shanghai Municipal Education Commission within fifteen days of its service (Student Appeals Regulations, effective 1 September 2017). A teacher's request to redo or supplement an assessment is not automatically a disciplinary decision.

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Macquarie student guidance categorises assessment tasks as Open or Observed: Open tasks allow generative AI with acknowledgement and student responsibility, while Observed tasks may restrict or prohibit AI use.

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Macquarie's AI policy says University-provided AI tools and systems are subject to privacy, security, intellectual-property, intended-use, and risk-assessment controls.

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Macquarie student assessment guidance says Unit Guides are the definitive source for whether a task is Open or Observed, with iLearn providing more detailed assessment information.

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RMIT academic integrity guidance says students cannot use AI to complete or contribute to an assessment task unless specifically allowed, pass off unreferenced AI-produced ideas as their own, or submit AI-produced content they cannot understand or explain.

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Before RMIT initiates its AI Governance Framework for an AI initiative, existing governance assessments include Privacy Impact Assessment, Security Risk Assessment, and Third-Party Risk Assessment.

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RMIT assessment guidance tells students to review and fact-check AI outputs and acknowledge AI tools when those tools contribute ideas, text, images, or other content to assessment work.

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For UWA assessments assigned Tier 1, students are not permitted to use AI in any way to complete the assessment, and any AI use during that Tier 1 assessment is treated as academic misconduct.

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For UWA coursework assessments, AI tools may only be used where the Unit Coordinator explicitly permits them; permitted use must be cited, referenced, and clearly acknowledged.

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UWA student assessment guidance describes three AI-use tiers that lecturers may apply to assessment tasks: Tier 1 no AI, Tier 2 AI assistance or collaboration, and Tier 3 fully embedded AI.

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Student guidance says students must not use GenAI to do their critical thinking, analysis, evaluation, synthesis, or to generate essays, poems, or creative works.

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Course Coordinators must provide students clear guidance on what GenAI tool use is permitted for work submitted for assessment.

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Student guidance says learning materials and assessment information must not be entered into GenAI tools without explicit permission from the author, and students should never enter personal and sensitive data into GenAI tools.

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The University of Basel says it is not planning a general ban on AI-based tools, and that lecturers can decide case by case whether to integrate AI-based tools into teaching, exams, and assessments or restrict their use.

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The University of Basel AI citation guidelines say AI-supported tools may only be used in a supporting role for work submitted for credit, with students retaining a controlling role and responsibility for their own work.

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In its AI teaching scenarios, the University of Basel identifies compliance with data protection and copyright law, including assessing tools from those perspectives, as part of productive AI-tool integration in learning and teaching.

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The University of Bath Academic Integrity Statement requires students submitting assessment to confirm they have not presented content created by generative AI tools as though it were their own work.

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University of Bath assessment guidance uses ABC GenAI categories: Type A means GenAI is not permitted, Type B means optional assistive use for specific defined processes, and Type C means GenAI is integral to the assessment.

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University of Bath teaching guidance says that from 2026/27 it will move to a two-lane approach, with a closed lane where GenAI must not be used and an open lane where GenAI engagement is necessary or optional.

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University of Dundee student guidance says GAI tools should not be used to generate essays or assessment answers that are then submitted as the student's own work.

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University of Dundee guidance states that submitting work that is not one's own, including unauthorised use of GAI, is considered academic misconduct.

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Where lecturers permit GAI sources in assessment work, University of Dundee student guidance says students must transparently acknowledge, describe, and reference how they used GAI.

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University of Exeter follows a four-tier GenAI assessment model from 2025-26: AI-integrated, AI-assisted, AI-minimal, and AI-prohibited.

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For AI-integrated and AI-assisted assessments, Exeter requires students to include AI prompts and, where possible, hyperlinks to outputs in their references.

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Exeter says AI-minimal assessments allow AI only for spelling and grammar checking, and AI-prohibited assessments do not allow GenAI tools.

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University of Leeds assessment guidance says students can use generative AI to help learning but cannot use AI to generate or falsify work.

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University of Leeds assessment guidance uses a red, amber, and green traffic-light system to indicate how GenAI should be used in taught student assessments.

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University of Leeds postgraduate researcher guidance says PGRs must not use GenAI to write their thesis, transfer report, or other work, falsify work, or breach research assessment and examination guidance.

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The University of Leicester's Generative AI policy provides a university-level framework for appropriate AI use in learning, teaching, and assessment activities.

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The University of Leicester policy states that staff and students must not use generative AI in ways that collect, store, access, or share personal data without explicit consent.

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For assessment, the University of Leicester uses three categories for generative AI use: red where AI must not be used, amber where AI may support assessment but not generate submitted content, and green where AI may generate assessment content within the brief.

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Microsoft 365 Copilot is listed for University of Liverpool in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: institutionally licensed or procured.

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Liverpool lists unacceptable uses of generative AI in education, including unreviewed copying of AI-generated content into assessment materials or feedback, using AI for grades or final assessment decisions, uploading protected student or confidential information to public AI platforms without required review, and creating or modifying official policy documents without appropriate review and approval.

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The University of Liverpool has a central AI policies and guidance hub that collates generative AI guidance covering golden rules, legal/security/data protection, learning/teaching/assessment, and research.

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The University of Strathclyde Student Discipline Procedure lists unauthorised use of Generative Artificial Intelligence tools and services as an example of behaviour that may give an unfair academic advantage.

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University of Strathclyde guidance tells students to check module or department guidance to determine whether AI tools may be used in a specific assessment and to what extent.

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University of Strathclyde guidance says use of Gen-AI in learning and assessment is not necessarily or automatically academic misconduct; context determines whether misconduct is a concern.

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Western Sydney University's Use of Artificial Intelligence Policy guides responsible and ethical AI and generative AI use for learning, teaching, assessment, research, and administrative functions, and applies to all students and staff.

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Western Sydney University's Academic Integrity Guidelines say inappropriate use of generative AI in assessment tasks may lead to penalties under the Student Misconduct Rule.

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Western Sydney University's student guidance says generative AI rules differ by assessment task and students are responsible for reading Subject Outlines, checking vUWS, or asking the Subject Coordinator rather than assuming the same advice applies across tasks or subjects.

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Microsoft Copilot in Birkbeck Microsoft 365 is listed for Birkbeck, University of London in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: officially endorsed.

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Birkbeck's student AI guidance states that the AI Declaration must be submitted with all assessments submitted to, or completed on, Moodle, including assessments where the brief permits no AI use.

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Birkbeck's student AI guidance says students should use AI tools, including generative AI, only to the extent outlined in the assessment brief, and should not use them where the brief explicitly does not permit them.

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DMI's student guide cautions students that sources proposed by an LLM should always be verified.

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DMI's student guide says AI use should be avoided when it involves sharing personal or sensitive data of students or faculty.

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DMI's student guide says AI should not be used to replace personal study, critical reflection, or autonomous production of assessed work such as essays, reports, or exercises.

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Microsoft Copilot Chat is listed for Concordia University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: institutionally licensed or procured.

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Concordia CTL guidance says Concordia has not approved or acquired online AI detectors and therefore staff or faculty use of them is not permitted because of privacy laws and regulations.

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Concordia CTL assessment guidance says all staff and students have access to Copilot Chat through an institutional Microsoft 365 license, with Concordia authentication and Enterprise Data Protection.

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Microsoft Copilot Chat with Enterprise Data Protection is listed for Flinders University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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Flinders states that students are responsible for using AI consistently with University, course, topic, assessment, and academic integrity requirements, including acknowledging generative AI use.

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Flinders provides staff with AI assessment scale template instructions that range from no AI permitted through prompted, assisted, task-completion, and full AI use, with acknowledgement expectations attached to permitted use.

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FAU's central exams page states that if AI is not expressly permitted in exams, especially written papers, it is an unauthorized aid and can lead to the exam being failed for deception.

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FAU describes its AI-in-teaching guidelines as orientation and inspiration and states that they do not have Satzungscharakter; teaching and exam-related rules remain part of the individual study and examination regulations.

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FAU guidance says instructors are responsible for clear AI-use rules in teaching activities, especially exams, and that students must disclose generative AI use according to the relevant course rules.

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HU Berlin’s recommendations allow examiners to use AI to create exam materials, but say examiners remain responsible for suitability and that sole use of AI to grade exams or study work is prohibited.

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HU Berlin’s exam and study-work AI recommendations are explicitly non-binding; they say AI use is generally allowed, while faculties and examination boards may make subject-specific binding decisions that restrict or prohibit AI use for particular assessments.

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HU Berlin’s recommendations advise documenting student AI use so examiners can account for the tool use during assessment, while leaving the concrete documentation requirement to the relevant subject and examination context.

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Microsoft Copilot (Web Version) is free on the web, offers enterprise-grade security and compliance, but is not HIPAA-compliant and is not connected to Microsoft 365 apps or internal data. It does not access organization internal data (emails, documents, meetings) and relies on web data and LLMs to generate responses. Users authenticate by selecting Continue with Microsoft, logging in with their JHEDID and password, and choosing the Work experience.

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Johns Hopkins guidance describes potential instructional uses of generative AI tools, including course-material generation and adaptive personalized feedback.

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Engineering for Professionals (EP) implements a course-level color classification system for generative AI use: Red (GenAI use is prohibited, including drafting, editing and revision, unless the instructor or applicable course instructions explicitly state otherwise); Yellow (Moderate GenAI use is permitted with restrictions to support learning, and all use must be disclosed according to course expectations); and Green (Liberal GenAI use is permitted throughout the workflow, with expectations for transparency and accountability). Every EP course must have a course-level color designation; Yellow courses must also include assignment-level labels for all assessments and activities, while Red and Green courses need not apply categories at the assignment level. This policy applies strictly to EP courses and does not establish a blanket university-wide permission or exam authorization.

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Northwestern states that faculty, staff, students and affiliates should not enter institutional data into AI tools that have not been university-validated for the intended use and for which the data provider has not given explicit permission.

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Northwestern students, faculty and staff have access to institutionally authenticated Microsoft Copilot Chat, subject to institutional data-use limits and separate course/assessment instructions.

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Northwestern recommended instructors add AI-smart-glasses restrictions to syllabi for Fall 2026, but this communication itself is guidance rather than a universally enacted ban.

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NMBU's generative AI guidelines require students to clearly indicate how and where AI-based programs have been used, and to account for AI use in assignments or other work submitted for assessment or compulsory activity.

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NMBU's generative AI guidelines state that AI-based programs are permitted in accordance with the guidelines, while individual course descriptions may state that AI-based programs are not permitted for exams or other assessed work.

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NMBU's generative AI guidelines state that AI-based programs will normally not be permitted in written examinations on campus; for take-home exams, students must follow the AI-use specifications in the exam paper and course description.

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Google Gemini is listed for Oxford Brookes University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: institutionally licensed or procured.

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Microsoft Copilot is listed for Oxford Brookes University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: institutionally licensed or procured.

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Oxford Brookes describes its university-wide position on generative AI in teaching, learning, and assessment as a progressive embrace-and-adapt approach, with module leaders having discretion to advise on AI use in module assessments.

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QUT's Academic Integrity Policy treats unauthorised or inappropriate technology use as a breach when it replaces or obscures a student's own effort, misrepresents authorship or understanding, or undermines assessment validity.

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QUT's Assessment and Feedback Procedure requires unit outlines to include a statement about the use of technology such as artificial intelligence tools in assessment-item descriptions.

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QUT student guidance says a unit coordinator will tell students whether GenAI can be used in preparing or completing assessment tasks.

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Saarland University guidance says unauthorized use of generative AI in coursework or examinations, or failure to document it when required, is deception and may invalidate coursework or examinations and, in serious cases, lead to loss of examination entitlement.

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Saarland University guidance says using generative AI as an aid for coursework and examinations is generally allowed, but instructors or examiners may restrict it to certain functions or prohibit it entirely.

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Saarland University guidance says generative AI should have the status of an aid and must not replace students' own work; assessment requirements should ensure significant student contribution.

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Stockholm University's central chatbot guidance says suspected unauthorized AI-chatbot use in an examination should be investigated and, if there is well-founded suspicion of cheating, reported in the same way as other cheating cases.

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Stockholm University's central chatbot guidance recommends that teachers and examiners decide what AI-chatbot use is allowed or impermissible, noting that this may differ from course to course.

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Stockholm Business School says use of generative AI in examinations or mandatory assignments is prohibited unless explicitly allowed in the study guide or examination instructions.

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TU Berlin examination guidance states a general documentation duty when AI is used for assignments: students should identify the tools, extent, purpose, marked AI content, prompts, and their own contribution.

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TU Berlin's living AI guidelines say fully automated assessment of study or examination performance is not permissible; AI output may not be adopted one-to-one and digital tools such as AI may serve only as aids.

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TU Berlin examination guidance tells students they remain fully responsible for all AI-generated content; errors or inaccuracies in AI output count as the student's errors, and AI may support work but may not take over the actual work.

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For student assessment, TU Dublin guidance says generative AI can only be used in ways approved in advance by the lecturer, and that failure to follow the guidelines or inappropriate AI use may result in disciplinary action as a breach of academic integrity.

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TU Dublin recommends using the Artificial Intelligence Assessment Scale when designing assessments and communicating with students about how generative AI may be used in a specific assessment.

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TU Dublin's GenAI teaching and learning guidance says personal data should not be entered into GenAI systems that are not supported or approved by the University, and that students should not collect, store, or upload personal data to a GenAI system without permission or consent.

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CUHK leaves pedagogical AI rules to course teacher discretion. For example, Chung Chi College General Education courses (GECC3130/4130, AY2026/27) adopt Approach 2 ('Use only with prior permission'), where GenAI is prohibited for drafting written assignments but permitted for spelling and grammar checking, subject to approval by the Senate Committee on General Education (university-wide full student guide rules remain unverified behind ADFS SSO).

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At CUHK, improper or unauthorized use of AI tools in learning activities and assessments constitutes academic dishonesty (including plagiarism or unauthorized third-party assistance) under Senate policy (effective from AY2025-26, updated July 2026), subject to penalties ranging from zero marks to demerits, suspension, or termination of studies, adjudicated by the course-offering faculty/college or the Faculty of Medicine Fitness to Practice (FTP) Committee.

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Penalties for academic dishonesty involving AI tools at CUHK may include zero marks on the assessment, marking down of overall course grade, a demerit recorded on academic transcript, or course failure (e.g. assignments with VeriGuide AWD AI Index > 25% under Approach 2 in GECC3130/4130 may receive a failing grade), and for severe offences, suspension or termination of studies under Senate procedures (effective from AY2025-26, updated July 2026).

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PolyU takes an open and forward-looking stance on the use of GenAI tools as a positive and creative force in education, and expects that the usage of generative AI will become a normal part of learning, teaching, and assessment from 2023/24 Semester One.

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PolyU guidelines state that work submitted for assessment must be the student's own work and must not be a copy or version of other people's work or AI-generated material.

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PolyU states that while it embraces the use of GenAI tools in education, students must adhere to high standards of academic integrity in all forms of assessments.

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Microsoft Copilot is listed for The University of Newcastle, Australia (UON) in an official university AI tools source. Derived availability: allowed. Derived endorsement type: not specified.

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For assessments, UON's GenAI teaching, learning and assessment policy says students should follow teaching-staff directions about GenAI use and appropriately disclose and reference GenAI use.

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UON's GenAI teaching, learning and assessment policy says use of GenAI in assessment does not automatically constitute academic misconduct, but may do so where lecturers or course coordinators have explicitly prohibited it.

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Trinity's GenAI assessment guidance states that submitting GenAI-generated content as a student's own work is considered plagiarism.

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Trinity's College Statement treats AI and GenAI as relevant to teaching, learning, assessment and research while identifying risks including academic integrity, ethics and privacy.

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Trinity College Dublin says specific uses of GenAI in an assessment must be disclosed, properly acknowledged, and referenced; students should explain what, when, and how they used GenAI.

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Universität Jena's exam-law page states that if AI is used in examinations, the examiner must expressly allow AI as an aid and students must state the use of tools such as ChatGPT for the assessment.

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For study and teaching contexts, Universität Jena guidance says AI use in scientific work or examinations may be used only as a supporting aid and only after consultation with the examiner.

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Universität Jena guidance says generative AI tools must not be used as the basis or final decision for person-related decisions, including student examination assessments and researcher grant assessments.

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HAWKI-GPT is listed for Universität Mannheim in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: officially endorsed.

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Copilot Chat is listed for Universität Mannheim in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: officially endorsed.

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The University of Mannheim AI FAQ says AI use in study is possible depending on context, but for each exam students should clarify with the responsible teacher whether and under what conditions AI-system use is permitted; serious non-compliance may lead to final failure of an exam component.

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For Toulouse Law School students, the AI guidelines permit study-support uses such as summaries, explanations, plans, practice QCMs, and reformulation, but say AI must not be used to fabricate all or part of graded work and list generation of exam papers, homework, case comments, or dissertations as prohibited uses.

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For Toulouse Law School teaching, training, and assessment activities, the AI guidelines say AI use by a student or teacher must be declared when it contributes to work that is submitted, published, or evaluated.

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The Toulouse Law School guidelines say homework may be corrected for pedagogical purposes but should not count toward continuous-assessment grades except where AI use itself is evaluated; in that case students must explain their method, describe AI use, and correct or analyze results.

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UCSB-managed AI platform on AWS Bedrock is listed for University of California, Santa Barbara (UCSB) in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: not specified.

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GitHub Copilot is listed for University of California, Santa Barbara (UCSB) in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: not specified.

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Google AI Pro for Education is listed for University of California, Santa Barbara (UCSB) in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: not specified.

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DALL·E is listed for University of Canberra in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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Microsoft Copilot is listed for University of Canberra in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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For teaching periods commencing after 1 February 2026, the University of Canberra says its GenAI assessment position uses three assessment-use categories: Permitted, Guided, and Restricted.

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UEA's plagiarism and collusion policy permits AI to help students understand material and expression, but says using AI to complete an assessment, or part of it, is plagiarism and may reach contract cheating.

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UEA's teaching and learning policy does not prohibit generative AI use, and says each School of Study should meet at least annually to discuss generative AI's impact on assessment design and set School-level expectations.

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UEA's research and innovation policy requires a self-assessment process when generative AI will be used, built, or developed in UEA research, subject to listed exceptions.

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The University of Greenwich 2025 Assessment and Feedback Policy says staff will provide students with the university guide on referencing generative AI, a video on using AI effectively, and the Declaration of AI use via the VLE to support understanding of acceptable AI usage in assessments.

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The University of Greenwich 2025 Assessment and Feedback Policy says assessment will be designed to maintain integrity and standards where students have access to generative AI, and encourages staff to incorporate generative AI as a learning tool while facilitating responsible student use.

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University of Greenwich student AI guidance encourages students to use AI to aid learning, while telling students to acknowledge AI use in assignments by adding a declaration and not to copy and paste directly from an AI tool for submitted English-language work.

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Kent's Academic Integrity and Misconduct policy defines unauthorised AI use as using generative AI beyond the scope permitted for a specific assessment, or failing to acknowledge permitted use appropriately.

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Kent's AI principles say academic judgement about student work remains with academic staff, and AI will not be used to make marking or academic-outcome decisions unless explicitly authorised, clearly communicated, pedagogically justified, and subject to human oversight.

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Kent's student AI academic-integrity guidance says that, unless specifically instructed otherwise, submitted assessment content must always be the student's own work and students should not include AI-generated material in submissions.

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UNC-Chapel Hill's administrative generative AI guidance says sensitive information should not be entered into generative AI tools unless the Information Security Office has completed a risk assessment and the Data Governance Oversight Group has approved the tool for sensitive information.

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UNC-Chapel Hill's faculty grading and assessment guidance says students must be able to request a full instructor-led review if they disagree with an AI-generated grade or have concerns about automated feedback.

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UNC-Chapel Hill's faculty grading and assessment guidance says AI systems used for grading or feedback must be institutionally approved and compliant with data security and privacy standards; faculty using GenAI for grading retain full responsibility for evaluative decisions and feedback.

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Microsoft 365 Copilot Chat is listed for University of Reading in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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University of Reading assessment guidance uses a three-category GenAI framework: Category 1 prohibits GenAI use, Category 2 permits GenAI as a tool to aid development of the assessment, and Category 3 actively encourages and evaluates GenAI use.

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University of Reading student guidance tells students to assume Category 1 when an assignment brief says nothing about GenAI.

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University of Sussex staff guidance says module convenors determine and communicate AI-use permissions via module Canvas sites and choose one of three assessment-level permissions: AI use prohibited, AI in an assistive role, or AI with an integral role.

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University of Sussex student misconduct guidance includes unauthorized or inappropriate use of digital technologies including AI, and gives examples including AI use where prohibited and submitting permitted AI-generated work without required acknowledgement.

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University of Sussex staff guidance provides a prohibited-use assessment statement saying generative AI tools must not be used to generate materials or content for that assessment, while allowing other assistive technology for registered reasonable adjustments.

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UZH guiding principles say faculties should ensure equal opportunities and fair assessment conditions whether AI tools are permitted or prohibited, and that UZH will uphold academic integrity and penalize violations of its disciplinary or integrity rules.

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UZH recommendations say faculties and study program directors are responsible for specific generative-AI guidelines and should ensure students know whether and how generative AI may be used in assessments.

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UZH recommendations say a declaration of authenticity can address generative-AI tools, that the person completing it should confirm only permitted aids or tools were used, and that any generative-AI use must always be indicated.

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Aarhus University student guidance says students who use GAI in an exam project must submit a declaration naming the applications and explaining how they were used, and unchanged GAI output used in an exam project must be cited like other secondary-source quotations.

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Aarhus University student guidance says that when GAI is not allowed for an exam, students are not allowed to use GAI for proofreading or feedback on the exam text, and for internet-allowed exams where GAI is not allowed students may do regular web searches but may not actively use AI functions.

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AU Educate guidance for teaching staff says that from fall 2024 students are allowed to use GAI in all AU exams unless academic regulations or the course description explicitly state that they may not, and it advises teachers to read those rules for their courses.

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ADA University's Honor Code treats violating exam, test, and assignment rules, accepting unauthorized help, and using someone else's intellectual work without proper credit as unacceptable behavior.

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ADA University's Student Assessment Regulations say assignments are to be designed and conducted to minimize plagiarism and cheating risk, including contract cheating, and that students are to receive clear instructions on avoiding academic-integrity breaches.

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ADA University's Student Assessment Regulations require submitted take-home exams to include a signed and dated academic-integrity declaration confirming the work is the student's own and that all sources used were acknowledged.

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Adelaide University's Academic Integrity Policy treats inappropriate use of AI that subverts an assignment or gives unfair academic advantage as an example of academic misconduct, including submitting AI-produced work as the student's own or using AI-generated information without acknowledgement.

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Adelaide University's invigilated online exam rules state that students may use only tools, software, or materials explicitly approved in exam instructions, and list AI tools such as ChatGPT as not permitted.

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For Adelaide University coursework assessment, the Assessment Procedure states that course coordinators will ensure students are informed about appropriate use of generative AI and similar tools in the course.

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For exams, FU's Eckpunkte state that using AI tools that are not expressly permitted is treated as unauthorized aid or deception about independent performance; when AI tools are permitted, their use must be marked and documented.

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The KI.Assist@FU terms prohibit use of the chatbot to process personal data and exclude use for correcting or evaluating student work or otherwise assessing students' abilities and knowledge.

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For exams, FU's Eckpunkte urgently advise against mandatory AI use for the time being and state that automated AI assessment of learning outcomes and exams is prohibited until further notice; AI may at most support preparation, with the examiner retaining the final assessment decision.

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Goethe University Frankfurt's student-facing Lehre virtuell guidance says students who intend to use AI in an examination context must discuss what is allowed with their instructors and should assume no explicit permission is equivalent to a prohibition.

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Goethe University Frankfurt's teacher-facing assessment guidance recommends defining clear rules for AI use, making AI use transparent, and using AI detection software only as supporting evidence rather than as the sole basis for proof.

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Goethe University Frankfurt's general Lehre virtuell guidance states that the university generally supports testing and applying generative AI in study and teaching, while noting ethical, legal, and didactic considerations.

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Griffith's academic integrity page states that uncited content created using generative artificial intelligence software is conduct that always constitutes Academic Misconduct, and that representing AI-generated assessment content as a student's own work is Academic Misconduct.

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Griffith's student generative AI guidance warns that many open or public tools do not guarantee confidentiality and advises users not to enter personal information, information about others, or course materials such as assessment tasks or marking rubrics.

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Griffith's student-facing generative AI guidance says students may use generative AI for self-study without citation, but for assessment tasks they must acknowledge its use and include a short declaration if they use it while completing the task.

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Students may not submit content generated with generative AI as their own without disclosure, and using AI in exams, assignments, or academic assessments is treated as cheating unless the course instructor permits it.

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King Saud University's 2025 Student Learning Assessment Policy supports use of generative AI tools in service of the educational process while emphasizing original submitted work, disclosure of AI use, and faculty authority to permit or prohibit generative AI use by assignment.

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King Saud University's assessment policy says the university supports using generative AI tools in education while emphasizing knowledge, skills, and awareness needed to regulate use and understand AI-generated information or data.

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Kingston University's 2025/26 Academic Integrity procedure defines unacceptable use of generative AI as presenting AI-generated content as one's own without proper acknowledgement, except when the assessment brief explicitly permits it.

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Kingston University's AG2 guidance says that if generative AI is used as part of the editorial process, the student must acknowledge that use.

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Kingston University's AG2 editorial-help guidance covers software tools including generative AI when students use third-party help in draft or final assessment work.

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Korea University tells instructors not to enter personal information, academic records, assessment questions, or other sensitive or non-public materials into AI tools, with special caution for external AI services.

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Korea University tells learners not to enter personal information, non-public learning materials, or assessment questions into external AI tools, and to remember that AI inputs may be stored or reused.

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Korea University recommends designing assignments and assessments to show learners’ critical thinking, creativity, problem-solving process, and their own reasoning even when AI is used.

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KTH tells students that generative AI use in graded assignments and exams should follow the course-specific information, and that the teacher's course rule takes precedence over general guidance.

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KTH teacher guidance says teachers need to assess how possible generative AI use in a course can affect learning and write course-specific information about acceptable use based on that assessment.

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KTH teacher guidance tells staff to remind students that, in any assessment, students shall honestly disclose help received and sources used.

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When faculty permit student GenAI use, Kuwait University's policy says faculty may require students to identify the GenAI tools used, the assignment parts generated or assisted by GenAI, and the prompt used for each part.

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Kuwait University's GenAI policy says faculty may use GenAI to create classroom materials, but should always verify GenAI results when grading projects, homework, or exams because GenAI might not be accurate or fair.

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Kuwait University's November 2024 GenAI policy says it encourages optimal GenAI use while regulating artificial intelligence use to prevent misuse, and it covers students, faculty, and employees.

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LMU IfKW student guidance says AI may be used in assessments only with explicit teacher permission; if no explicit permission is given, students must assume AI use is not allowed.

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LMU IfKW guidance treats verbatim or minimally changed AI-generated text without proper attribution as plagiarism, and says significant unattributed AI-generated text in assessed work can receive grade 5 (failed).

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LMU teaching guidance recommends adapting e-exam questions for ChatGPT-era assessment, including tasks that require critical reflection on ChatGPT limitations rather than simple knowledge or comprehension questions.

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Lund University Education Board approved regulatory guidelines for first and second-cycle education (effective 15 August 2026) requiring course syllabi to clearly specify assessed learning outcomes in an AI-available environment, and mandating that any course restrictions or reporting requirements for generative AI be explicitly and consistently communicated to all students.

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Lund University's student guidance says students who want to use GenAI for a compulsory assignment or examination must check whether it is permitted and how to report its use; presenting GenAI-generated work as one's own may be treated as cheating.

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Lund University's student guidance says students should primarily use Lund-licensed tools such as Microsoft Copilot Chat and Google Gemini, and must not upload other students' work, sensitive personal data, or copyright-protected material.

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Manchester Metropolitan University's 2025/26 Academic Misconduct Policy treats unauthorised generative AI use in assessment, where a student attempts to gain an unfair advantage by passing it off as their own work, as academic misconduct that may be investigated under the policy.

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Manchester Metropolitan University tells students to check the assessment brief for specific instructions on generative AI, says they should only use AI as directed, and says they cannot use it to create the assessment itself.

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Manchester Metropolitan University library guidance says some generative AI uses do not need citation, but documented AI-assisted search strategies, approved research-project AI use, AI-generated media in submitted assessments, and AI-generated code or Excel formulas must be cited or referenced.

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For Maynooth University assessments, the student GenAI guidance states that if teaching staff or department guidelines do not clearly indicate GenAI use, no GenAI is permitted.

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Maynooth University student GenAI guidance says GenAI tools will not be used by staff to grade or provide feedback on students' assessed work.

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Maynooth University student GenAI guidance says GenAI may support learning and assessment when used appropriately and with permission from department lecturers; students should consult department staff about allowed use for each assignment or task.

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McMaster's operational excellence generative AI guidelines tell employees not to upload confidential, personal, personal health, or proprietary information to a generative AI tool unless required security/privacy assessments have been completed, while noting an enterprise Microsoft Copilot exception when logged in with McMaster credentials.

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McMaster's Provost academic integrity page says McMaster has not activated Turnitin's AI Detector, while privacy/security and reliability assessment work is underway and activation may allow retroactive submissions.

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McMaster's privacy considerations page says that for tools including automated functions, including artificial intelligence, the university must conduct an Algorithmic Impact Assessment, with the Privacy Office responsible for the AIA process.

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OpenAI ChatGPT Edu is listed for Michigan State University in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: institutionally licensed or procured.

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Google Gemini is listed for Michigan State University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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MSU expects instructors to include course-specific generative AI guidance in every syllabus, including whether AI use is permitted, the contexts in which it may be used, and expected acknowledgment or citation practices.

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Nankai University's undergraduate AI tool norm prohibits AI use for confidential or sensitive-content creation, uploading confidential content to AI platforms, generating or altering core arguments or research data, academic misconduct such as ghostwriting, plagiarism, or copying, and AI use in listed midterm and final assessment formats unless a teacher explains a special-use case in advance.

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Nankai University's undergraduate AI tool norm permits students, with course teacher or supervisor consent and where core assessment or innovation is not affected, to use AI tools for literature search and management, grammar and formatting support with marked generated content, chart production from real data, and code assistance subject to author review and testing.

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Nankai University's trial undergraduate teaching AI tool use norm applies to undergraduate teaching, learning, examination, evaluation, and management activities, while encouraging teaching units, teachers, and students to use AI tools reasonably in specified teaching and learning contexts.

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NUS policy recommends that instructors should be transparent about where and how they deploy AI in NUS courses, particularly when generating content, acting as virtual tutors, or aiding assessment feedback and grading.

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NUS policy requires prior approval by Head of Department or Deanery under oversight of Chair of AI-COP, obtained via submission to the AI System for Assurance and Evaluation, before deploying AI to provide instruction, feedback, or marks. In general, except for AI marking of objective or closed-ended assessments, a human instructor or reviewer should remain in the loop, and spot checks should still be conducted even where scoring is considered reliable.

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NUS policy sets the default assumption that AI tool use is permitted for unsupervised (take-home) assessments with due acknowledgement; if an assessment forbids AI for pedagogical reasons, crucial aspects of that assessment should be conducted in person and under instructor supervision.

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For exams, the guide says AI-tool use is at the discretion of teachers; if no corresponding rule has been made, AI tools are unauthorized aids and are not permitted.

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The University of Salzburg guide says teachers and thesis supervisors set, for each course, assessment, exam, or supervised thesis, whether and to what extent AI technologies may or should be used, and that these requirements for assessed work should be communicated transparently and in writing in advance.

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The Senate recommendation says curriculum commissions may identify exams to be taken in secure environments or by analog means to prevent AI use, and may identify exams where AI instruments are useful or desired, especially using the university-licensed Academic AI.

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For the Philosophical Faculty, the page says use of AI without examiner approval is treated as attempted deception and graded 5.0.

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For Philosophical Faculty examinations, the page says AI may be used by students only when explicitly and uniformly permitted for all examinees in a cohort or seminar.

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For Bonner Zentrum für Lehrer*innenbildung written work, the page says use of AI applications such as ChatGPT is prohibited unless explicitly allowed by examiners, and otherwise is an unauthorized aid.

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NotebookLM is listed for Rutgers University–Newark in an official university AI tools source. Derived availability: allowed. Derived endorsement type: institutionally licensed or procured.

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Rutgers OIT guidance says anyone considering purchase of an AI application for use at Rutgers must follow the same security processes and risk assessments as other software purchases, as well as Rutgers digital-accessibility standards.

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Rutgers teaching guidance says GenAI detectors should be treated with caution and cites research indicating they cannot currently be recommended for determining academic-integrity violations because of accuracy limits and false-accusation risk.

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RWTH's scenario catalog states that assessment of examination work using AI systems is not permissible at the present time, while limited help drafting feedback may be conceivable if it gives the AI no decision-making role, transfers no personal data, and is finally checked by humans.

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RWTH's CLS documents hub presents a generative-AI legal guidance package and states that these legal-aspect documents are currently available only in German.

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RWTH's exam-related questions document treats unauthorized use of AI systems in exams as an attempt to deceive, but says suspicion should not primarily be based on automatic AI-detector evaluation.

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SCAI Education is listed for Sorbonne University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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Sorbonne University's 2024-2025 assessment rules state that assessment documents must be the student's or assessed group's personal work, AI use is refused unless explicitly authorized, and authorized AI use should mention the source.

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Sorbonne University's 2024-2025 assessment rules treat unauthorized AI-generated work presented as one's own, or authorized AI use without source mention, as plagiarism.

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Stellenbosch University requires postgraduate students to declare any use of AI tools and provides internal and examination declaration processes for postgraduate research work.

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Stellenbosch University's Senate-approved AI position statement provides governing principles for ethical AI use in research and teaching-learning-assessment.

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For assessment, Stellenbosch guidance says AI-generated content may not form a substantial part of an assessment unless permitted, and interim guidelines advise that students should know whether AI use is allowed for each assessment task.

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TU Darmstadt provides a generative AI handreichung as orientation for students and lecturers, covering reflected, transparent use, good scientific practice, and context-specific rules for examinations.

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TU Darmstadt's HDA guidance says students remain responsible for submitted work, while lecturers decide whether and how AI may be used in an examination task.

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TU Darmstadt's Computer Science department treats AI tools as examination aids under APB section 22(7), says they must be listed in written work when used, and warns that undisclosed or prohibited use can trigger suspected deception under APB section 38.

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The URZ ChatAI page states that, compared with commercial providers, no data is stored at GWDG or elsewhere or used for training, and open-source models are hosted directly by GWDG.

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A TU Freiberg news item says DeepSeek R1 is available to university members through a GWDG agreement for privacy-compliant testing via AcademicCloud services.

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A TU Freiberg PDF guide for the Professur für Rohstoffabbau und Spezialverfahren unter Tage states that AI-tool use in student and scientific documents must be clearly identified; unmarked AI use is evaluated as attempted fraud.

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UAEU's student GenAI policy applies to all university students and to student work submitted for academic credit.

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UAEU prohibits student use of GenAI in specified assessment contexts unless the course instructor states otherwise.

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UAEU permits student use of GenAI in an assistive role when the tutor specifies the permitted processes within the assessment.

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UC3M advises instructors to state at the beginning of each assessment which AI tools are permitted or prohibited and to what extent.

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UC3M states that it does not intend to prohibit students from using generative AI tools but requires appropriate use aimed at improving learning and assessment.

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UC3M guidance says the university does not intend to prohibit generative AI tools, while emphasizing appropriate use for learning and assessment.

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The 2026 AI-and-examinations handbook states that AI detectors are not reliable and do not provide legally secure proof of deception.

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The official e-assessment AI page says using AI such as GPT.UP may not be a condition for passing an assessment, and AI should not be used by instructors for full creation and grading of summative examinations.

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The 2026 AI-and-examinations handbook advises examiners to state early and in writing whether and how AI may be used in a course and assessment, and to use transparency rules when AI is allowed or cannot be explicitly excluded.

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UGA's AI reference framework says use of tools mobilizing AI is prohibited by principle for knowledge assessment unless explicitly authorized, with study regulations and assessment modalities specifying the AI-use framework.

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Outside knowledge assessment, UGA's AI reference framework leaves AI-use instructions to the teacher and teaching team, while stating that an AI tool must not substitute for the student's exercise of the skills used in the assignment.

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UGA's AI reference framework strongly discourages transmitting unpublished or unpatented research work to a generative AI tool, for example for translation or summarization.

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Université Paris-Saclay's 2025-2026 first-cycle exam rules say that, for Licence professionnelle, Licence, and Licence double-diplôme students covered by the rules, use of ChatGPT or another AI tool must be explicitly mentioned when it is not prohibited, and failure to mention AI as a source will be sanctioned.

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Université Paris-Saclay's 2025-2026 master exam rules say that use of ChatGPT or another AI tool must be explicitly mentioned when it is not prohibited, like any external source borrowing or citation, and failure to mention AI as a source will be sanctioned.

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In the Graduate School Droit context, the Université Paris-Saclay IAG working-group article says a guide of good practices and evaluation support for law teacher-researchers is being drafted.

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For UCC taught-programme assessments, academic integrity is breached if students submit GenAI products as their own work without acknowledgement and without authorisation to use GenAI for the task.

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UCC's academic integrity policy says the University does not sanction use of GenAI detection software for detecting or investigating alleged academic misconduct.

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UCC's Academic Integrity for Examinations and Assessments Policy applies to work presented or submitted by registered students for examination, assessment, or credit in taught programmes.

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PGR students at University of Bristol are not permitted to use generative AI tools such as ChatGPT to write any text used in their thesis or APM reports, as research degree students must demonstrate ability to write about research in their own words.

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University of Bristol considers the use of AI or translation tools to be cheating if used for more than generating the occasional short phrase within a sentence or checking basic grammar and spelling, unless assessment instructions allow more comprehensive use.

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University of Bristol uses a four-category system for AI use in assessments: Category 1 (prohibited - no AI use), Category 2 (minimal - spelling/grammar only, default), Category 3 (selective - certain tasks as specified), and Category 4 (integral - AI required for assessment).

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The University of Cologne Justitiariat says an exam or significant parts of an exam fully generated by AI are not an independent performance and are prohibited as deception.

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The University of Cologne Justitiariat says AI use in examinations is not objectionable under examination law when the student still produces their own independent work.

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For term papers, theses, take-home exams, papers, and similar work, the University of Cologne Justitiariat says AI use is generally possible if independent work remains, and examiners may require disclosure of both the AI use and the related prompts depending on the use.

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Within UNIGE's Faculty of Science, a formal declaration of generative AI use is required for all bachelor's, master's, or doctoral work and for academic assessment or production leading to a degree or official title.

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Within UNIGE's Faculty of Science, teachers are free to allow or prohibit AI use in courses and assessed assignments, and must define the framework and referencing requirements when generative AI is permitted.

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UNIGE guidance says academic work and learning assessment must include clear instructions about whether students may use generative AI tools, and that use of those tools must be supervised.

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University of Guelph guidelines for fall 2026 mandate that substantive academic evaluations must never be made independently by AI as grading is a human decision requiring instructor discretion, and explicitly prohibit the use of AI detection tools to support allegations of academic integrity breaches.

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For University of Guelph courses, acceptable student use of AI is determined by the course instructor and may vary by discipline, program, and assessment type.

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The University of Guelph library student guide tells students to check the syllabus or ask the instructor before using generative AI for coursework.

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University of Hohenheim guidance says generative AI systems are generally permitted as aids in unsupervised written exams such as term papers, seminar papers, and theses when their use does not conflict with the exam purpose; the examiner or module supervisor decides for the specific assessment.

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When generative AI tools are permitted for written work, University of Hohenheim materials say students submit an AI-use declaration in addition to the usual declaration of originality, with the exact contents determined by the examiner.

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The GPTalk guide tells students not to use GPTalk as their sole source, to enter no personal data, to remain responsible for the content as authors, and to make AI use transparent; it also says lecturers may not use GPTalk to correct or assess student work.

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University of Luxembourg guidance says generative AI use should be disclosed according to each course and assessment, with course guidelines serving as the primary point of reference.

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University of Luxembourg assessment guidance says chatbot use in assignments should align with academic integrity and scientific judgement, and students should disclose where and how the chatbot influenced the text.

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University of Luxembourg assessment guidance says a substantiated suspicion of unauthorized chatbot use triggers disciplinary procedure for academic fraud and plagiarism.

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For educational activities, the University of Milan permits AI-supported self-assessment when explicit, but does not permit delegating learning assessment to AI tools when the assessment contributes to the final exam grade.

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In educational settings, the University of Milan advises that students must explicitly declare AI use in assessed work and that teachers must explicitly declare AI use in educational activities.

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The University of Milan has an AI governance document intended to promote ethical, legally compliant and conscious use of AI tools, with annexed guidelines for teaching, research, third mission and administrative activities.

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University of Munster central guidance states that whether generative AI systems may be used for examination work depends on the assessed competency and is set by examination regulations and examiners; for work where expression, translation, or code creation is itself assessed, use is generally not permissible.

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For Faculty 06, the dean's office recommends that generative AI content in examination work be clearly cited, that an explanation of tool use be added, and that full prompts and AI responses be appended; instructors may adapt or reduce these documentation and citation duties for individual exams or courses.

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The University and State Library Munster advises users to ask instructors or their university before using generative AI for academic work and warns that AI use in examination documents can be evaluated as attempted deception.

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UNE's Student Academic Integrity Policy includes artificial intelligence tools in its example of work substantially written by someone else, within the policy's breach framework for undergraduate and postgraduate award and non-award coursework students; the policy states it does not apply to higher degree by research courses.

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A UNE School of Education public myLearn information page tells students that computer programs, artificial intelligence tools, or other tools should not be used to write or produce any part of an assessment response unless explicitly referenced and in line with unit coordinator advice for the assessment task.

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UNE's public Learning Online academic integrity myLearn section states that a Generative AI and Academic Integrity at UNE module exists and lists module topics including general principles for use of generative AI, Turnitin detection and AI, and referencing generative AI.

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UNC Charlotte's Center for Teaching and Learning says its AI syllabus guide provides flexible course-level examples and does not provide or use a university-created AI policy.

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UNC Charlotte Student Accountability & Conflict Resolution recommends that faculty clearly communicate what AI use is permitted in courses, academic exercises, or assessments, and identifies written notice about how and when AI tools may be used as a best practice.

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UNC Charlotte Student Accountability & Conflict Resolution provides assignment and exam sample language stating that, where AI use is permitted, transparency is required and failure to disclose AI use may be considered a Code of Student Academic Integrity violation.

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University of Plymouth Faculty of Science and Engineering guidance says AI tools such as ChatGPT should generally not be used to generate the final version of assessed work, unless the coursework briefing clearly states an exception.

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University of Plymouth Faculty of Science and Engineering guidance states that using ChatGPT or similar AI tools to generate assessed work for submission is considered plagiarism and a breach of the university's academic offences regulations.

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University of Plymouth Faculty of Science and Engineering guidance describes limited AI uses such as brainstorming, planning, structuring work, proofreading, checking typos, generating example code, and exploring how code works.

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University of Sharjah's AI academic-texts policy applies to master’s and doctoral theses, thesis proposals and research plans, thesis-derived scientific publications, graduate-level courses and programs, and academic texts submitted to Graduate Studies bodies.

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For the covered graduate context, University of Sharjah strictly forbids AI-based tools in exams and quizzes and treats extensive use of ChatGPT or other generative AI tools to complete assignments as academically dishonest.

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University of Sharjah states that plagiarism and AI-text detection tools may be used only as supportive instruments and that no disciplinary decision shall be based solely on automated detection output.

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ChatGPT is listed for University of Southampton in an official university AI tools source. Derived availability: conditionally allowed. Derived endorsement type: officially endorsed.

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University of Southampton guidance says students are allowed to use GenAI tools like ChatGPT to develop learning and support studies, but should never submit work created or part-created by GenAI for assessments they claim as their own.

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University of Southampton guidance lists acceptable GenAI uses such as arranged assistive technology, study-buddy support, clearly referencing GenAI use, and summarising complex ideas or academic texts; it lists copying GenAI output into work, asking GenAI to write or rewrite work, asking GenAI to answer an assessment question, and sharing module tutor materials in a GenAI tool as unacceptable uses.

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University Microsoft Copilot is listed for University of St Andrews in an official university AI tools source. Derived availability: allowed. Derived endorsement type: officially endorsed.

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St Andrews Good Academic Practice policy treats presenting AI output as a student's own work without acknowledgement as unauthorised use of AI, except where an assessment specifically permits or encourages such tools.

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St Andrews student guidance says students should not use generative AI for assessed work unless the module coordinator explicitly authorises it, and any AI use should be declared on an assessment coversheet.

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University of Tasmania guidance says unapproved, inappropriate, or unacknowledged use of generative AI may be considered dishonest or unfair behaviour and therefore a breach of academic integrity.

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University of Tasmania guidance says whether AI is encouraged or not allowed can vary by assessment, and students should check assessment instructions or confirm with the Unit Coordinator if unsure.

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University of Tasmania guidance says generative AI tools should only be used to support learning and assist with assessment completion, while submitted work must be the student's own and follow the assessment task instructions.

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UToledo's Academic dishonesty policy lists representing the words, ideas, or information of an artificial intelligence program as one's own without proper documentation as an example of academic dishonesty, and says faculty are expected to tell students what materials and procedures, including artificial intelligence programs, are authorized.

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Within the University of Toledo College of Law default rule, generative AI may be used for research-like search, grammar correction, and other functions attendant to completing an assignment, but may not compose submitted assignment text and may not be used for any exam purpose unless an instructor deviates in writing with notice.

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The University of Toledo maintains a central Office of the Provost AI Policies page that points instructors to optional syllabus language for AI and links to a College of Law generative AI policy.

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For the UniTS 2025/2026 PROGRAMMAZIONE [160IN] course, students must explicitly declare any use of Large Language Model tools such as ChatGPT in exam-related content, including partial use.

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For the UniTS 2025/2026 PROGRAMMAZIONE [160IN] course, the teacher reserves the right to use an oral exam to further investigate a student's actual contribution to any produced content.

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The University of Trieste Department of Humanities page on AI describes several AI tools as useful for preparing learning units, lessons, assessments, and teaching materials, and says ChatGPT can support lesson planning, tests, rubrics, quizzes, and BES/DSA content adaptation.

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UiT tells students that, when AI use is permitted for exams or assessments, they must describe how they used the tool and cite AI-edited content.

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UiT says the course coordinator defines the extent to which AI tools may be used in teaching, assignments, and exams, and exam instructions must specify permitted aids including any allowed AI use.

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UiT describes four AI levels for exams and assessments, ranging from human-only work to advanced AI collaboration, with corresponding documentation expectations.

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Waterloo's Academic Integrity page says instructors should state whether AI tools such as ChatGPT are allowed for assignments, tests, or exams, and that students who do not follow those instructor rules are subject to Policy 71 academic-misconduct processes.

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Waterloo IST says review processes assess AI tools used with University data for security, privacy, and contractual risks.

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For units or individuals deploying AI-enabled systems that process University data, Waterloo IST says projects must undergo an Information Risk Assessment and receive Information Steward approval before using University data.

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Utrecht University uses an AI index for students as a five-level scale for how AI may be used, with teachers able to choose levels for a course or specific assignments.

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Utrecht University's researcher guidance says personal or sensitive data should not be used as GenAI input unless the user is certain data protection law is respected.

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Utrecht University says AI tools should be allow-listed according to an AI assessment framework.

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Victoria University's Academic Integrity Policy lists submitting work derived from a generative AI model without permission or correct acknowledgement as a breach of academic integrity.

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Victoria University says users who want to use alternative AI tools must assess them using the AI Risk Classification Model, follow AI Steering Committee guidance, and register AI tools in the planned AI Registry.

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Victoria University's Academic Integrity Guidelines say assessment tasks may explicitly allow or disallow text-generating tools, and staff course teams decide and communicate expectations to students.

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VU Amsterdam student examinations guidance establishes that instructors cannot require students to use unlicensed AI applications (such as ChatGPT, Claude, or Grok), while identifying authorized tools covered by formal institutional data processing agreements: Microsoft Copilot for Web, Google Gemini and Gemini Notebook (under Google Workspace for Education Fundamentals), Cogniti on Azure, and integrated didactical tools (Canvas, FeedbackFruits, Writefull), provided students log in with VU credentials and never submit sensitive personal or research data.

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VU Amsterdam's framework says the lecturer or examiner indicates in the study guide, syllabus, or Canvas whether and how use of generative AI is allowed for a course, with course learning objectives remaining leading.

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VU Amsterdam's Dutch academic-integrity page states that work made by generative AI is not the student's own work and lists using an AI writer to write an assignment as an example of fraud.

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ZHAW has a public university guideline, valid from 1 March 2025, on the use of generative AI systems in assessments.

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For ZHAW examinations, specific generative AI systems are not allowed unless they are explicitly stated as permitted aids.

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For evaluating assessments, ZHAW says teaching staff may use generative AI only as an aid for open-ended task formats and should refrain from using software to detect AI-generated text for assessment purposes.

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Altai State University's official UЦОТ advisory says AI assistants are available to teachers for online-course content, course/test generation, and related educational-material workflows.

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Altai State University's official UЦОТ advisory describes ASUProctor as an AI-algorithm proctoring system that records prohibited actions during online testing and gives teachers a report for later decision-making.

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Ashoka University's Academic Integrity Policy applies to students doing coursework, research, thesis work, partner-university coursework, study-related internships or placements, and work with University Centers; it expects original work, source acknowledgement, independent assignment completion where applicable, and honesty during examinations.

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Ashoka University's AI@Ashoka page is an official AI research-initiative page that describes interdisciplinary AI and machine-learning projects; it is not presented in the extracted text as a student AI-use policy, assessment rule, or approved-tools policy.

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Auburn student-facing academic-integrity guidance tells students to review the syllabus and ask the instructor before using AI on coursework.

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Auburn guidance says instructional faculty may encourage or restrict student AI use in courses and should give students clear expectations and disciplinary-consequence awareness.

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For ACU coursework students, unauthorized or undisclosed use of generative AI, paraphrasing or translation tools is listed as academic misconduct unless use is authorized in the assessment requirements and properly acknowledged.

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ACU Library guidance tells students that GenAI may be permitted in some contexts, but assessment use should be clearly authorized and acknowledged, and final work should reflect the student's own analysis and understanding.

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Bournemouth University academic-offences guidance lists using artificial intelligence software to write all or part of an assignment and claiming the work as your own as an example of an academic offence.

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Bournemouth University's 6H taught-awards policy defines academic offences as attempts to gain unfair advantage in assessment by deception or fraudulent means and frames academic integrity around responsibility for one's own work, acknowledging others' work, honest reporting, and avoiding unfair advantage.

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Cardiff University's 2025/26 Academic Regulations and Policies include a teaching, learning and assessment expectation that providers establish communicated approaches to technologies such as Generative Artificial Intelligence and define misuse of those technologies.

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A Cardiff Learning and Teaching Academy post reports that Cardiff published updated staff guidance on AI in education on the intranet and worked with students on guidance for ethical and responsible generative AI use in learning.

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Chalmers Library's student guidance says whether and how AI tools may be used in examinations is decided for each course by the coordinator and examiner, so students should ask at the beginning of each course.

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Chalmers Library's ethical-use guidance says users should not upload sensitive or private information, copyright-protected material, or text intended for a thesis, dissertation, or scientific publication to chatbots.

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COMSATS regulations on unfair means and academic dishonesty apply to all students of the institute and include copying from any paper, book, note, or electronic device, or using or attempting to use such or other unfair means, during examinations.

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COMSATS unfair-means regulations treat intentionally or knowingly representing another person's words or ideas as one's own in an academic exercise, and failing to attribute quoted, paraphrased, or borrowed material, as unfair means.

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Deakin guidance says students should acknowledge genAI use where it contributed to developing assessment work and should include tool, access date, prompts, output, and where it was used.

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Deakin student guidance says genAI may be used as a starting point for some study tasks, but not to write the final assessment or do the work being assessed.

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The IFÉ Édurevue n°154 discusses generative AI in relation to plagiarism, cheating, assessment design, and academic integrity; it cites examples of other universities' AI charters but does not establish an ENS Lyon AI-use charter.

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The ENS-hosted CultureSciences Physique site has a teaching-resource item on generative AI, teaching, and evaluation that points to external resources; the page is a resource pointer and should not be treated as ENS Lyon institutional policy.

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Ewha's class-stage AI-use guidance says course guidance may state that copying generative-AI outputs directly into assignments or exams, fabricating or spreading false information with generative AI, infringing copyright with generative AI, or otherwise harming academic truthfulness and trust may be considered misconduct.

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Ewha's class-stage AI-use guidance presents course-level generative-AI use as something instructors may define by explaining whether and how AI use is allowed and by asking students to disclose how they used generative AI in assignments.

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The MSc Accounting and Finance master thesis guidelines warn that AI outputs may be inaccurate or hallucinated, say students remain responsible for evaluating AI outputs and appropriate use, and state that Turnitin plagiarism checking is mandatory before final manuscript submission.

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The Faculty of Economics and Management bachelor thesis guidelines state that students remain responsible for evaluating AI outputs and warn that AI-generated text may create plagiarism risks; they also say Turnitin plagiarism checking is mandatory before final manuscript submission.

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Georgia Tech OIT says Institute technology services and tools must undergo comprehensive review, and third-party AI plugins are disabled pending comprehensive risk review.

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Georgia Tech OIT academic guidance says courses that wish to embed assessment integrations with AI should directly consult CTL.

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TU Graz treats AI tools in examinations as unauthorized aids unless they are explicitly permitted, and the public teaching page says unpermitted AI use in assessment can make an examination attempt invalid due to cheating.

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TU Graz guidance requires transparent labelling of AI-supported tool use where applicable and cautions against entering personal, confidential, trade-secret, or NDA-protected data into AI applications.

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HKBU describes its Principles for the Use of Generative AI Tools in Teaching and Learning, and Assessment as Senate-approved in June 2023 and effective from AY2023/2024.

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HKBU student academic-integrity guidance says academic dishonesty can lead to disciplinary actions, including reduced or failing grades, suspension, or academic dismissal.

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For IP Paris M1/M2 students in 2026–27, AI use in any examination is prohibited unless the instructor explicitly authorizes it in their instructions; unauthorized use constitutes fraud. Outside examinations, AI may support information searches, knowledge deepening or reasoning checks with systematic, precise, detailed disclosure, subject to explicit instructor bans stated in course instructions and plagiarism restrictions.

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For IP Paris M1/M2 students in 2026–27, permitted AI use in examinations must be declared according to academic citation rules; non-examination AI support use must be systematically, precisely and fully disclosed. Citation alone does not authorize an otherwise forbidden examination or reproduction of generated content beyond properly cited short excerpts.

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Iowa State guidance says confidential data classified as moderate or above may not be entered into any generative AI product unless assessed and approved under ISU data classification and applicable compliance processes.

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Iowa State Student Conduct guidance says suspected AI-generated coursework referrals will be reviewed similarly to other forms of academic misconduct.

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JGU library guidance says the university is generally open to AI tools, but instructors or institutes may decide whether tools are allowed for a given assessment, and allowed use should be disclosed as an aid.

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JGU's digital teaching guidance encourages integrating AI literacy and transparent use of AI into teaching and, where appropriate, assessment design.

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Keele's Student Academic Misconduct Code of Practice classifies inappropriate GenAI use in assessment as academic misconduct when a student presents work as their own without proper attribution or uses GenAI where it is explicitly prohibited.

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Keele's framework says students must be advised on how AI can be used in assessments and that this must be clearly stated; it also says staff should remind students to disclose AI-tool use and cite it properly.

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Khalifa University Library's Academic AI Tools guide establishes Responsible AI Use principles requiring researchers and students to keep critical judgment in the loop, verify claims and references against inaccurate or fabricated information, check course, university, journal, and funder rules, protect data before uploading personal or unpublished material, acknowledge AI use, and noting that tool inclusion does not mean approval for every academic context.

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In its Medical AI Research Guide, Khalifa University Library identifies keyword generation, organizing search syntax, and translating Arabic research questions into English search terms as examples where AI can support medical literature searching, while noting limits in advanced database syntax.

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KU Leuven student guidance says clear misuse of GenAI, where output is largely generated by GenAI and the student is not transparent about tool use, can be considered an irregularity under Article 84 of the Education and Examination Regulations.

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KU Leuven teaching guidance expects teaching staff to clearly inform students whether GenAI may be used for assignments and expects students to be transparent about GenAI use so assessment can be fair and correct.

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La Trobe University policy requires an AI Adoption Risk Assessment for procurement or acquisition of all new AI systems/tools and for new use cases of existing university-approved AI systems/tools.

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La Trobe MyLaTrobe guidance says that when a subject allows AI use in an assessment, students need to submit an AI Acknowledgement, with the LMS indicating whether AI is permitted and what type of use is allowed.

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For examinations, LUH limits any mandatory AI use to centrally provided LUH systems, permits student choice of AI systems for independently written work only where exam rules allow and AI-generated content is identified, and prohibits automated correction or full/partial entry of exam work into an AI system.

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LUH student guidance says students should clarify with instructors how AI tools may be used for coursework or exams and remain responsible for lawful, responsible, and transparent use or non-use of AI tools; the ZQS page itself is explicitly non-binding.

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MLU guidance prohibits automated grading or assessment of student examination work by AI; assessment remains the responsibility of examiners.

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When students use generative AI for study or assessment work, MLU's guideline says the systems and purposes or types of use are to be named and documented.

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Middlesex states that generative AI tools may be used in assessments only as specified by the module leader, and allowed use requires written acknowledgment, extent of use, generation details including prompts, and citation or referencing where generated material is not adapted.

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Middlesex guidance says assessment criteria should make clear when and how students can use AI for each assessment, and how to acknowledge AI use appropriately.

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Murdoch University Library says AI functionality in its databases and systems is tested by a Library Generative AI working group against criteria that include functionality, accessibility, technical requirements, privacy, data protection, rights, and ethics.

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Murdoch University Library guidance says the AI tools listed in its guide have been tested by its Generative AI working group and must pass the listed criteria to be considered for use.

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NITT's 2024 PG Regulations classify possession of mobile phones, carrying unauthorized notes, communicating with other students, or copying during an assessment as punishable academic dishonesty, with zero marks for offenders.

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NITT's 2024 PG Regulations say each course faculty prepares a course plan and that the course plan outlines assessment components, attendance requirements, academic integrity guidelines, and study material information.

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MEPhI lists a 2026 professional-development programme for school teachers and education administrators on AI tools, lesson-material creation, checking assignments, detecting signs of AI use, and legal foundations of AI use.

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In an official April 2026 MEPhI news item, Rector Vladimir Shevchenko framed generative AI as a challenge to text- and code-based assessment and pointed to personal professor-student communication as a response; this is rector commentary, not a binding university policy.

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NSYSU's student generative AI guidance says students may not use generative AI tools for plagiarism or ghostwriting, cheating on exams, or privacy disclosure.

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NSYSU's student academic integrity guidelines include cheating through unauthorized aids, tools, or electronic devices in coursework, assignments, or examinations when instructor consent has not been given.

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NTHU's Chinese AI guideline gives assessment recommendations: depending on the course, AI assistance may be allowed for assignments, but diverse submission formats are recommended; exam questions should emphasize deeper reasoning, creativity, analysis, and critical thinking.

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In CTLD's example ethics statements for conditionally open generative-AI use, undisclosed usage may allow instructors, the institution, or relevant units to reevaluate an assignment or report or withhold scores.

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GPT NTNU guidance permits use with open and internal data, but says GPT NTNU must not be used to assess, process, or analyze information about people.

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NTNU provides an official teaching and assessment AI guidance page for instructors, with links to resources on talking with students about AI and exams with AI.

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Osaka University's TLSC assessment guidance says instructors need to choose assessment methods that respond to generative AI, share precautions with students in advance, and clearly state permitted and prohibited AI tool use.

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Osaka University's TLSC assessment guidance advises instructors to tell students that inappropriate generative AI use may be treated as academic misconduct, AI use should be limited to learning support, and AI use for analysis should be clearly stated.

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PUCV's academic-integrity policy frames ChatGPT-style tools as possible support for teaching only when students critically analyze the information before learning activities or assessments.

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PUCV teaching-development guidance says syllabi and virtual classrooms should establish norms, restrictions, and prohibitions for AI tools during assessment instances.

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Pusan National University's AI utilization guideline says instructors should communicate permitted or prohibited AI use for assessments, and it warns against deciding a student's grade solely from an AI plagiarism or AI-detection tool result.

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Pusan National University's student AI utilization guideline tells students to first check and follow the instructor's AI-use instructions for exams and assignments, and to identify the tool, purpose, and scope when AI use is allowed.

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Queen's AI Applications page states that the university has conducted security and privacy assessments for generative AI software and uses those assessments to identify risks and inform use guidelines.

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Queen's describes responsible generative AI use through five guiding principles for students, staff, and faculty, including checks for whether a use is prohibited, permitted, encouraged, or required.

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Royal Holloway academic misconduct regulations list requesting or engaging an artificial intelligence tool to write or rewrite work for unfair advantage, and presenting AI-generated content as one’s own unless authorised and acknowledged, as examples of assessment offences.

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Royal Holloway tells Foundation, undergraduate, and postgraduate taught students that module assessment briefs take precedence for AI use; if a brief says AI is not permitted, students must not use it and must declare any AI use clearly and honestly.

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RUB's GPT@RUB usage directions say third-party personal data and sensitive third-party personal data may not be used as GPT@RUB input, and GPT@RUB or other AI systems may not be used for automated decision-making in examinations.

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RUB's ZfW FAQ says generative AI tools can be used at RUB in research, teaching, and study, but that use can be restricted or tied to disclosure requirements in certain contexts such as written examinations.

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Where Sciences Po assessment formats explicitly integrate AI use, the AI doctrine says students must document that use by detailing their work steps, naming the tools used, and adopting a reflective approach.

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Sciences Po's official teachers' resources page says its framework for generative AI use by teachers will apply from the September 2026 intake and covers guiding principles, transparency toward students, and AI integration in teaching activities and assessments.

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Shanghai University's Qianxue Baike AI Smart Platform AI toolbox lists AI tools by categories including chat, paper writing, office writing, image, video, audio, coding, and other tools; this crawl did not find source text saying these tools are approved for assessed work.

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Shanghai University's Academic Affairs Department held a generative AI teaching report that discussed course-specific AI-enabled teaching uses such as AI teaching assistants, AI-assisted personalized case analysis, online-course construction, intelligent learning companions, agent collaboration, and literature reading comprehension.

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SKKU instructor guidance presents five teaching strategies for using AI such as ChatGPT: creating examples, generating explanation styles, creating low-stakes tests, using GPT for learning diagnostics, and providing distributed practice.

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SKKU instructor guidance says AI cannot replace roles such as guiding discussion direction, providing personalized answers to student questions, and understanding learning level by assessing assignments.

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Microsoft Copilot is listed for Syracuse University in an official university AI tools source. Derived availability: allowed. Derived endorsement type: institutionally licensed or procured.

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Syracuse University Libraries says it is using, testing, and providing research guidance on generative AI tools in the research process.

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TalTech tells lecturers to explain acceptable AI-based software use in assessment, teaching, learning, and homework, and course-level permission or prohibition should be specified in the extended syllabus.

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TalTech says substantive AI output must be cited or described as a method, and learners remain responsible for accuracy, quality, analysis results, and references.

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Where KNU educational components allow generative AI under levels 2 or 3, the regulation requires students to declare the fact and manner of generative AI use in submitted artifacts for assessment.

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KNU's regulation treats violations of generative AI use rules as academic-integrity violations and lists non-declaration, presenting generated content as one's own result, and using generative AI for unfair advantage among possible violations.

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DTU's exam-cheating rules state that use of AI such as ChatGPT or similar artificial intelligence, where the program writes or solves a task, is plagiarism if no source reference is made.

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DTU states that it permits generative AI in teaching and open-internet exams, while current exam use is limited to selected courses and exams.

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TU Dresden's public AI-use guidance says unlabeled or unauthorized use of aids, including answers or results generated with AI-supported text-generation tools such as ChatGPT, constitutes deception under examination law.

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TU Dresden's public AI-use guidance says teachers and examiners can decide whether and to what extent AI-supported text-generation tools such as ChatGPT are used, including as permitted aids in examinations.

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The Hebrew University Teaching and Learning Unit frames its guidance goal as adapting teaching and assessment for AI use rather than banning AI use outright.

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A Hebrew University Teaching and Learning Unit workshop page says students make broad and frequent use of AI for assignments and academic writing, and frames excessive or unreflective use as a risk to learning goals.

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LSE requires departments or course convenors to classify authorised generative AI use in assessment as no authorised use, limited authorised use, or full authorised use, and to communicate the position to students.

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For 2025/26, LSE requested departments to add assessment safeguards, including observed assessment methods, to help assure degree integrity and prevent unfair competitive advantage from generative AI.

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UTK Writing Center guidance says instructors may set different GenAI rules for each course, and the sample syllabus page presents open, moderate, and strict AI-use guideline examples.

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UTK Libraries guidance says submitting generative-AI-created or rewritten assessment work as one's own is cheating, and advises students to check with professors and instructors about coursework use.

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Warwick's student-facing guidance says students may use AI only within requirements set out in assessment briefs and course handbooks, which may restrict or prohibit AI use.

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Warwick's assessment-design guidance says generative AI use in student submissions needs thoughtful support so responsible use and clear demonstration of human achievement are maintained.

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For Tilburg School of Humanities and Digital Sciences exams, tests, and assignments, Tilburg University states that AI use is not permitted unless a lecturer explicitly states otherwise.

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Tilburg University's TSHD fraud guidance includes submitting work that is partially generated by AI without permission among examples of fraud-related conduct.

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Tohoku University's generative AI guidance cautions that unpublished research results, confidential information, entrance-exam information, and student or staff personal information can be exposed to service providers or other users through generative AI and translation services.

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Tohoku University's staff-facing guidance suggests instructors consider, according to each class, whether to partially prohibit, warn about, or use generative AI; it presents these as examples rather than a single mandatory rule.

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In education, Science Tokyo's guideline says the university does not totally restrict learners' use of generative AI; the permitted degree of use, including whether it is banned, is left to course objectives, course content, and instructor teaching and assessment policies, and students should follow instructor instructions.

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For courses, Science Tokyo's guideline asks instructors to teach students about generative AI limitations, consider assessment methods, and promptly reflect a course AI-use policy in the syllabus when the policy can be clearly stated.

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TMU's Academic Integrity Office says students should assume that using AI to complete assessments is prohibited unless the instructor explicitly states otherwise.

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TMU states that privacy and AI impact assessments and a security risk assessment were conducted before releasing the Gemini App and NotebookLM at TMU.

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TU Dortmund's ChatGPT handout warns against using AI tools to check examination work and says uploading student names or matriculation numbers would implicate GDPR requirements.

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TU Dortmund's digitalization strategy includes AI as a dedicated action field and lists integration of AI tools into study, teaching, and assessment practice as a goal.

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UCSI's postgraduate handbook states that electronic devices are prohibited items in the examination hall, and that open-book examinations do not include internet or computer-device access.

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UCSI's undergraduate handbook states that students must comply with handbook rules and that electronic devices are prohibited items in final examinations unless the practical examination requires computers.

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Umeå University's student cheating and plagiarism page warns that using AI or similar services in examination to produce text and submitting it as one's own without openly disclosing how the material was created can amount to attempted misleading.

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Umeå University's AI and examination work area is developing principles, examples, and working methods for sustainable examination practice, including transparent and responsible use of AI as a learning tool.

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UCP guidance says professors, students, and researchers are obliged to be transparent about their use of generative AI in academic materials, including materials used for assessment and academic progression.

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In teaching contexts, UCP guidance says students should explain, in an appendix to written work, the process that produced AI-induced elements or reasoning; if that is not possible in the text, an oral discussion is recommended as a complementary assessment element.

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Unicamp's generative AI deliberation allows students to use generative AI as support for information seeking, study, and learning, but says assessment activities must observe the limits and conditions defined by the course instructor when assessments exist.

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The Unicamp Scientific Electronic Journals Portal AI-use policy says generative AI use in journal submission, assessment, and editing processes must be declared explicitly at manuscript submission and in the manuscript.

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UniPV offers an internal course for university language experts on integrating generative-AI tools such as ChatGPT and Gemini into language teaching.

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UniPV's 2024-2026 ICT plan describes AI and machine-learning modules as part of security appliances used to help prevent or contain latest-generation cyberattacks.

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The Biotechnology bachelor's thesis guideline says students should not insert automatically generated scientific text into the thesis, replace bibliographic research with AI, or use AI-generated text without critical and personal reworking.

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For the University of Udine Biotechnology bachelor's thesis guideline, generative AI tools are described as usable for limited support such as grammar/spelling correction, technical-term translation, and orienting summaries, not as a substitute for the student's own thesis work.

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UNIVPM's Research Ethics Committee regulation says the committee provides opinions, assessments, and checks on request for university research projects and governing bodies, and that the committee's opinions are binding for the requester.

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UNIVPM has official statutes/regulations sources for ethics, conduct, and research integrity; this run did not verify a separate university-wide generative-AI teaching, assessment, or student-use policy.

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Universitat de Valencia's UVdocencia integrity-focused GenAI course frames GenAI use in relation to academic and research integrity, including guidance on assessment activities, regulation of GenAI use in teaching instruments, and detection of inappropriate student use.

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Universitat de Valencia's UVdocencia ChatGPT course introduces generative AI tools, including ChatGPT, for producing content and creating materials and tasks in education and scientific research.

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For teaching and examinations, Universität Innsbruck's FAQ says course leaders may decide which AI tools are permitted unless a faculty has its own rules, should communicate rules clearly, and should explicitly identify permitted aids including AI tools for examinations; unnamed aids are prohibited.

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The Universität Innsbruck Faculty of Business and Management guidance says AI-generated content incorporated into a student's own work must be labeled without exception and must not be presented as the student's own work, otherwise plagiarism may occur and later annulment of assessment could result.

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For study or examination work, the guidance says instructors must state in writing which aids are permitted and that unauthorized aids, including AI where not allowed, are assessed through the usual deception framework.

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The central examination-office page lists KI-related self-declaration forms for multiple bachelor and master thesis contexts and links good-scientific-practice materials.

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Universität Stuttgart guidance for teachers says examiners decide whether AI is allowed for a given assessment, choose one option for each assessment, document it in the syllabus or ILIAS, and communicate it early and consistently.

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For exams, Universität Stuttgart states that the relevant examiners decide the extent to which AI-system use is allowed or desired, and students should ask examiners if uncertain.

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Universite de Lorraine's 2025 exam charter states that use of tools, including generative artificial intelligence, is fraud when it is not explicitly authorized.

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Universite de Lorraine DACIP teaching guidance recommends favoring sovereign and secure generative AI, training on ethical issues, and transparency with students in pedagogical and assessment processes.

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In assessments where generative AI use is authorized, Université de Rennes' AI charter says students must declare the use of generative AI in the relevant passages and prohibits submitting AI-generated output without saying so in place of the requested work.

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For teaching missions, Université de Rennes' AI charter says AI must not substitute for a teacher's act without supervision and verification, and AI tasks affecting student assessment or admission must be human verified in a demonstrable way.

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Université Laval guidance says AI-use expectations should be stated in the course plan and clarified in assessment instructions when AI use is authorized.

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Université Laval guidance says using AI tools is not automatically an academic offence, but unauthorized use may constitute an academic offence under the student disciplinary regulation.

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Universiti Malaya guidance says lecturers specify the permitted level of AI use for each assignment or assessment, using levels from no AI use through integrated AI use.

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Universiti Malaya guidance requires students to declare AI tools used in assignments or assessments and says failure to disclose AI use may be considered academic misconduct.

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Universiti Teknologi Brunei has a Senate-approved GenAI guidance section for UTB students' usage in module assessments in its Student Report Manual.

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For UTB module assessments, the GenAI guidance says the lecturer will specify the permitted level of GenAI usage for each coursework item.

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UTHM's Digital Teaching and Learning Policy permits the use of generative artificial intelligence in teaching and learning processes, including learning content, activity implementation, and assessment, subject to suitability, assessment effectiveness, compliance with applicable guidelines, laws and regulations, and good principles, values, and ethics in the course field.

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UTHM's Digital Teaching and Learning Policy says assessment should be designed to be contextual, fair, transparent, and personalized while taking into account the risk of generative AI misuse in written assignments, and that continuous assessment involving presentations, question-and-answer, and viva voce should be prioritized to assess students' actual mastery.

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UUM's online and take-home assessment guideline states that, for closed-book online final exams, students are not allowed to collaborate, must sign an honour form, and submissions may be checked via Turnitin.

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UUM's assessment handbook says it provides guidance for instructors in undergraduate and postgraduate programmes on closed-book, open-book, and 100% coursework assessment options.

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University College Dublin publishes University Management Team-approved AI Governance Principles for institutional AI use, including human oversight, fairness, transparency, compliance, ethical design, AI literacy, stakeholder engagement, and risk assessment.

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UCD Teaching and Learning assessment guidance advises educators to be transparent with students about permitted AI use and to apply more robust approaches for high-stakes graded assessments.

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University of Balamand students are responsible for the integrity of submitted coursework; the Academic Integrity and Copyright Policy says students must do their own work unless the instructor asks otherwise, may collaborate on graded work only if instructed to do so, and must follow course requirements specified in the syllabus.

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The University of Balamand Academic Integrity and Copyright Policy treats plagiarism as passing off another person's work as one's own and lists examples including undocumented text, quotations without quotation marks, undocumented paraphrase or summary, untranslated text without citation, and packaged online information or completed papers submitted without acknowledgment.

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The UC Davis School of Medicine policy says medical students may not use generative AI to directly author submitted assignments or generate answers for closed-book assessments unless faculty or course leadership gives written permission.

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UC Davis IET states that Microsoft 365 Copilot Chat is available at no additional cost to UC Davis and UC Davis Health students, faculty, and staff, but sensitive data should not be uploaded without a Vendor Risk Assessment.

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UCR's student-facing AI announcement says students should discuss generative-AI expectations with professors, use AI to assist or enhance rather than replace original work, avoid generating entire deliverables, and cite AI-generated content or data when used.

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UCR's public generative-AI guidance for instructional settings places course-level use decisions with the Instructor of Record rather than setting one universal student-use rule in the evidence reviewed here.

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UC San Diego's Academic Integrity Policy says students may not let academic work or academic credit be completed for them by another human or by machine/artificial intelligence, and may not use unauthorized aids including artificial intelligence in coursework or assessments.

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UC San Diego Academic Integrity Office student guidance says that if an instructor has not said a student can use GenAI for a class or assessment, the student cannot use it; silence does not equal permission.

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UCT has published an AI in Education Framework for teaching, learning, and assessment, endorsed by the Senate Teaching and Learning Committee in June 2025, and it frames AI literacies, assessment integrity, and AI-enabled innovation as its roadmap.

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Before procuring generative AI tools, UCT staff or departments should consult ICTS and the tools must undergo information security and privacy risk assessment.

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University of Colombo says AI use in assessments is not permitted unless instructions explicitly authorize it, and unauthorized AI use in summative assessment is considered cheating and an examination offence.

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For teaching, University of Colombo says AI tools must not be used to mark or grade student work, generate evaluative feedback, or contribute to summative assessment decisions unless institutional review, validation, quality assurance, and meaningful human oversight are in place.

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University of Galway's QA220 Academic Integrity Policy identifies submitting all or part of an assessment item produced using artificial intelligence and claiming it as one's own work as an example of academic misconduct.

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University of Galway's Academic Integrity Office guidance for DSS-related literacy software says excessive or irresponsible use of GenAI-powered literacy software may constitute a breach of academic integrity and advises students to use only DSS-approved literacy software versions.

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For supervised examinations, University of Göttingen guidance says AI tools are not permitted unless explicitly allowed.

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For unsupervised examinations, University of Göttingen guidance says AI models should generally be permissible aids, but use of AI tools must be transparent.

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