University of Westminster

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Explicit assignment-brief permission; no universal ban on creative AI tasks.

6. Using AI in Assessed Work AI may support your work, but it must never replace your own thinking. You can use AI tools to support your work unless a specific assignment or module explicitly forbids it. Always check your assignment brief for restrictions. Generative AI can be a valuable tool to support your learning. For example, it can help you generate ideas, explore different perspectives, or clarify complex concepts. When used transparently and appropriately, it can enhance your academic development. However, using GenAI to create content that you then submit for assessment in place of your own work is a breach of academic integrity and constitutes academic misconduct. Such cases will be referred through the University’s Academic Misconduct procedures. See section 12. 6.1 The Decision Framework When considering whether to use AI for an assessed assignment, apply this framework: 4. Check your assignment brief – Some assignments may prohibit AI entirely. 5. Consider your learning objectives – Will using AI help you demonstrate your understanding and skills, or will it prevent you from engaging with the learning process? Would you still be able to independently provide comprehensive answers to academic questions about your work? 6. Evaluate the appropriateness – Does your intended use of AI support your learning or replace your own thinking? Page 2 6.2 Acceptable Uses in Assessed Work, Provided You Declare Them Generative AI can be used to support aspects of your academic work, but always in ways that reflect and reinforce your own learning. You must not submit unedited AI-generated text as your own. Any AI-assisted content should be carefully reviewed, adapted and critically evaluated so that it demonstrates your own understanding. • Planning and organisation, such as outlines and timelines • Research support, such as keyword generation and summaries • Writing enhancement, such as grammar checking and clarity improvements • Technical assistance, such as debugging code and test case generation • Creative inspiration, such as mood boards and brainstorming 6.3 Unacceptable Uses That Constitute Academic Misconduct You remain fully responsible for the originality, accuracy and integrity of your work. Submitting unedited AI- generated text as if it were your own is not permitted and will be treated as academic misconduct. AI must not replace your own analysis, argumentation or creative work. • Using AI to write essays, reports or code on your behalf, unless explicitly permitted by the assignment brief • Using AI to carry out your analysis or construct arguments • Submitting AI-generated content without declaring it • Using AI-generated visuals without acknowledging the tool used to create them • Accessing or attempting to access AI tools during in-class tests, examinations or practical assessments where their use is prohibited • Using AI systems, AI browsers or other automated tools to access university platforms, such as Blackboard, or to complete learning activities, assessments, quizzes or submissions on your behalf. All academic work and participation must be completed through your own direct engagement

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Creative/technical authorised generation is not silently prohibited.

7. The AI Declaration Requirement With every assessed submission where AI was used, you must include the following declaration: Artificial Intelligence Use Declaration In preparing this assignment, I used the following AI tools: [Tool name] to [specific use] I confirm that I have not used AI to generate content that I am presenting as my own work, and I remain fully responsible for the ideas, analysis and conclusions in this submission. You can be specific about how AI supported your work. For example: • I used ChatGPT to brainstorm essay topics. • I used Grammarly to check grammar and spelling. • I used Scribbr to check for signs of AI generation. Providing detail strengthens your declaration and shows critical use of AI. 8. Discipline-Specific Considerations • In some creative, practice-based or technical disciplines, such as arts, design, media, music or computing, students may be encouraged or even required to use Generative AI as part of their learning, research or creative work. Page 3 • This may involve using GenAI to generate ideas, develop content or create parts of a creative work such as music, images, designs, code or other media. Where this is encouraged or required by the module or assignment brief, students may include GenAI content if it is used transparently and with appropriate critical and ethical reflection.

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Original-language copy mandatory for assessed translation use.

9. Languages and Multilingual Support If English is not your first language, AI translation and writing tools can support your academic development: • Use translation tools to understand academic texts. • Employ writing assistants to improve clarity. • Practise academic writing with AI feedback. However, if you use translation tools to produce assessed work, you must also keep a copy of the original- language version of your submission and be able to produce this if requested to do so. This enables staff to verify authorship where necessary.

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Doctoral support-plan and supervisor scope.

• Assisting with grammar and spelling checks. • Using Generative AI to identify keywords for a search. • Using translation tools to understand academic texts. • Practice academic writing with AI feedback • Study support to help understand complex concepts or advise on study strategies such as time management. • Specific AI-Assistive software use identified in the Student Support Plan agreed between doctoral researcher, Disability Learning Support and Supervisor In drafting questions or prompts to GenAI, with some of the acceptable uses above in mind, the university has published a prompt guide for BA and MA students that you may find helpful. You can access the guide via this page. We recommend that you discuss GenAI with your supervisors to help clarify acceptable approaches for doctoral research and how it relates to your research design. Throughout your doctoral studies, if you are unsure if an intended use of GenAI is appropriate and legitimate for your doctoral studies, you should speak to your supervisor beforehand. You should record details of your discussion and agreement on your Gen AI use for your doctoral research in your supervision meeting notes on the VRE.

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University of Westminster doctoral researchers can access GenAI, including Adobe suite, Microsoft Copilot and GrammarlyGO. Many other GenAI tools are available publicly. While GenAI tools offer benefits, they also pose risks. 1 Approved by Graduate School Board, January 2026. 2. Issues and Risks of Using GenAI for the Doctoral Researcher As a doctoral researcher, you must differentiate between the exploratory use of generative AI to enhance understanding and the use of generative AI for producing content for your doctoral research, including your assessments (i.e. Annual Progress Reviews (APR), Thesis, Viva Voce examination and research outputs). This is essential for maintaining the

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Version provenance only; no unverified disciplinary deadline.

University of Westminster AI Policy in Relation to the Safe and Ethical Use of Generative AI (GenAI) Executive Summary This policy outlines the safe, ethical, and effective use of Generative AI (GenAI) 1 at the University of Westminster. It recognises the potential of GenAI as a transformative tool for learning, teaching, and research, while establishing clear guidelines to protect privacy, uphold academic integrity, and encourage responsible innovation. All GenAI applications must undergo a thorough review in consultation with the relevant compliance teams to ensure they meet legal, ethical, and security standards. The University encourages the use of GenAI when it is transparent, ethical, and contextually appropriate. All users 2 should disclose any use of GenAI where it makes a substantive contribution to any outputs and verify the accuracy of AI-generated content. To support the University's commitment to AI literacy, training and resources will be provided to help students and colleagues adapt to this evolving technology. 1. Purpose and Scope This policy sets out the guidelines for the use of Generative Artificial Intelligence (GenAI) systems¹ by the University of Westminster and should be read in conjunction with the University’s position statement on the use of GenAI and the Guidance on the Use of Generative AI for Students. The policy applies to all students, colleagues, third-party suppliers, and partners involved in using or developing GenAI systems within or on behalf of the University. The aim of these guidelines is to support the safe, ethical, and responsible use of GenAI, while also helping students and colleagues adapt to its growing role in teaching, learning, industry, commerce and professional practice. 2. Definition For the purposes of this policy, Generative Artificial Intelligence (GenAI) is defined as an AI system that generates new outputs in a range of possible formats such as text, images, code, or sounds (including, for example, music, singing, or voice narration). Examples

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Working safely online Generative Artificial Intelligence (GenAI) tools can generate text, images, and videos to support you in developing ideas and help in data analysis and coding. While these tools offer exciting possibilities, it's important to understand how to use them responsibly in your studies at the University. For details on institutional expectations, see our Artificial Intelligence Policy. Artificial Intelligence Policy (PDF)222.84 KB Using GenAI tools in your studies and assessments GenAI can be a valuable learning aid for non-assessed tasks. It can help explain complex topics, generate ideas, assist with proofreading, and create personalised study materials. However, you must always verify a GenAI’s output using your critical thinking skills to address ethical considerations and check accuracy. For assessed coursework, you must disclose any use of GenAI. You can learn about the acceptable use of GenAI in your studies and assessments with the guidance below. Guidance for students on the use of Generative AI (PDF)156.26 KB We have also produced guidance on the use of Generative AI for Doctoral Researchers, which should be read in conjunction with the above. Guidance for Doctoral Researchers on the use of Generative AI (PDF)126.2 KB

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4. Core Principles for Ethical AI Use Your use of AI tools in academic work must be guided by three fundamental principles: 1. Transparency and honesty – You must declare any use of AI tools in your academic work, no matter how minor. 2. Academic responsibility – You remain fully accountable for the content, accuracy, and quality of your work. 3. Discipline-specific integrity – Different subjects have different expectations for AI use. Always check the guidance from your tutors for specific modules.

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