EPFL – École polytechnique fédérale de Lausanne

EPFL guidance specifies that submitting AI-generated content as one's own work without proper attribution is considered AI plagiarism. Tools specifically aiming to detect AI-generated content are not admissible as stand-alone evidence of AI plagiarism due to a high risk of false positives. Under continuous assessment procedures, where unauthorized AI use or non-disclosure is suspected, the course teacher writes a report and submits it with evidence to the section director and Legal Service (Affaires juridiques) for formal evaluation, which constitutes a referral of suspected misconduct rather than an adjudication of cheating.

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lines 90-90; Transparency / What you should avoid

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EPFL guidelines for using AI in studying advise students that they should not use AI during exams or assessments unless explicitly allowed, and tell students to check their course policy or ask their instructor. The guidelines state that assessment material that is not the student's personal and original contribution must be recognizable as such under LEX1.3.3 Article4; they advise disclosing AI-tool use in a statement and checking the course policy or instructor for its formulation.

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lines 73-73; How to use AI in coursework

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EPFL recommends that teachers make explicit to students what AI use is not legitimate in a course and what rules accompany AI tool use.

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EPFL guidance specifies that submitting AI-generated content as one's own work without proper attribution is considered AI plagiarism. Tools specifically aiming to detect AI-generated content are not admissible as stand-alone evidence of AI plagiarism due to a high risk of false positives. Under continuous assessment procedures, where unauthorized AI use or non-disclosure is suspected, the course teacher writes a report and submits it with evidence to the section director and Legal Service (Affaires juridiques) for formal evaluation, which constitutes a referral of suspected misconduct rather than an adjudication of cheating.

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lines 98-98; AI plagiarism

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EPFL guidance specifies that submitting AI-generated content as one's own work without proper attribution is considered AI plagiarism. Tools specifically aiming to detect AI-generated content are not admissible as stand-alone evidence of AI plagiarism due to a high risk of false positives. Under continuous assessment procedures, where unauthorized AI use or non-disclosure is suspected, the course teacher writes a report and submits it with evidence to the section director and Legal Service (Affaires juridiques) for formal evaluation, which constitutes a referral of suspected misconduct rather than an adjudication of cheating.

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lines 53-53; Setting clear expectations

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EPFL guidance specifies that submitting AI-generated content as one's own work without proper attribution is considered AI plagiarism. Tools specifically aiming to detect AI-generated content are not admissible as stand-alone evidence of AI plagiarism due to a high risk of false positives. Under continuous assessment procedures, where unauthorized AI use or non-disclosure is suspected, the course teacher writes a report and submits it with evidence to the section director and Legal Service (Affaires juridiques) for formal evaluation, which constitutes a referral of suspected misconduct rather than an adjudication of cheating.

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lines 87-87; Fraud and cheating

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EPFL guidelines for using AI in studying advise students that they should not use AI during exams or assessments unless explicitly allowed, and tell students to check their course policy or ask their instructor. The guidelines state that assessment material that is not the student's personal and original contribution must be recognizable as such under LEX1.3.3 Article4; they advise disclosing AI-tool use in a statement and checking the course policy or instructor for its formulation.

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lines 73-73; How to use AI in coursework

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EPFL guidelines for using AI in studying advise students that they should not use AI during exams or assessments unless explicitly allowed, and tell students to check their course policy or ask their instructor. The guidelines state that assessment material that is not the student's personal and original contribution must be recognizable as such under LEX1.3.3 Article4; they advise disclosing AI-tool use in a statement and checking the course policy or instructor for its formulation.

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lines 89-89; Transparency

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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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lines 89-89; Transparency

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The French LEX1.3.3 directive, originally effective1 January2013 and revised1 September2026 as version2.2, requires scientific and academic work to distinguish borrowed material from the author's personal and original contribution under Article4. Article4 says that failing to identify borrowed material presents it as a personal and original contribution and constitutes plagiarism, referring to Article8. The official Polylex directory states that only the French version is legally binding and that the English version is for information and has no legal force.

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physical page 1; lines 1-3; Header p. 1

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The French LEX1.3.3 directive, originally effective1 January2013 and revised1 September2026 as version2.2, requires scientific and academic work to distinguish borrowed material from the author's personal and original contribution under Article4. Article4 says that failing to identify borrowed material presents it as a personal and original contribution and constitutes plagiarism, referring to Article8. The official Polylex directory states that only the French version is legally binding and that the English version is for information and has no legal force.

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physical page 2; lines 60-80; Article 4; excerpt offset 0–700

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The French LEX1.3.3 directive, originally effective1 January2013 and revised1 September2026 as version2.2, requires scientific and academic work to distinguish borrowed material from the author's personal and original contribution under Article4. Article4 says that failing to identify borrowed material presents it as a personal and original contribution and constitutes plagiarism, referring to Article8. The official Polylex directory states that only the French version is legally binding and that the English version is for information and has no legal force.

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physical page 2; lines 60-80; Article 4; excerpt offset 700–769

872db10daa0c42fe712407a789af604cec32b08a0bec5447d802140263d6523d

The French LEX1.3.3 directive, originally effective1 January2013 and revised1 September2026 as version2.2, requires scientific and academic work to distinguish borrowed material from the author's personal and original contribution under Article4. Article4 says that failing to identify borrowed material presents it as a personal and original contribution and constitutes plagiarism, referring to Article8. The official Polylex directory states that only the French version is legally binding and that the English version is for information and has no legal force.

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physical page 3; lines 174-187; Article 9

872db10daa0c42fe712407a789af604cec32b08a0bec5447d802140263d6523d

The French LEX1.3.3 directive, originally effective1 January2013 and revised1 September2026 as version2.2, requires scientific and academic work to distinguish borrowed material from the author's personal and original contribution under Article4. Article4 says that failing to identify borrowed material presents it as a personal and original contribution and constitutes plagiarism, referring to Article8. The official Polylex directory states that only the French version is legally binding and that the English version is for information and has no legal force.

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lines 49-49; Polylex search preamble

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EPFL Library guidance for manuscripts intended for publication states that the LLM used, what it was used for, and how it was used must be disclosed in the manuscript, while adhering to the policies on AI-generated content of the specific journal or publisher chosen for submission.

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lines 83-83; Writing and publishing / Disclosure

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EPFL advises students not to input confidential, private or personal information into generative AI tools. When using generative AI tools, students are sharing data with private companies and lose control over it.

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In the captured EPFL teaching guide, enterprise licenses such as Microsoft 365 Copilot via an EPFL account are described as unsuitable for regulated data because the guide states that EPFL has not signed a data processing agreement guaranteeing protections aligned with institutional needs or Swiss personal-data legislation. The current central-IT contract or tenant DPA status was not independently established in this review.

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lines 89-89; Data Protection

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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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lines 76-76; Tools / aiaiapps

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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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lines 71-71; Tools

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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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lines 8-8; Home apps

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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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lines 72-74; Tools / EPFL Chatbot card

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Microsoft 365 Copilot is listed for EPFL – École polytechnique fédérale de Lausanne in an official university AI tools source. Derived availability: allowed. Derived endorsement type: not specified.

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EPFL Library guidance on scientific information for manuscripts intended for publication states that Large Language Models cannot be listed as authors or co-authors because they lack the ability to be accountable for the content they generate, citing the Swiss Copyright Act (Chapter 2, Art. 6). This statement represents Library guidance for publication manuscripts rather than an independently verified universal legal rule or campus-wide degree thesis requirement.

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lines 82-82; Writing and publishing / Authorship

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EPFL Library guidance for manuscripts intended for publication states that the LLM used, what it was used for, and how it was used must be disclosed in the manuscript, while adhering to the policies on AI-generated content of the specific journal or publisher chosen for submission.

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lines 83-83; Writing and publishing / Disclosure

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According to EPFL Library's description of its agreement with Elsevier, open access publications with a CC-BY license may be used with any available AI tool, including for tool development and training, with free sharing of results. For licensed closed publications or Open Access publications under a restrictive CC-BY-NC-ND license where Elsevier owns all or key rights, use is permitted with closed versions of AI tools that do not train the algorithm or learn from/incorporate inputs (e.g. non-learning ChatGPT Team, potentially subject to fees/restrictions), or with open versions of learning AI tools or institutional tool/platform development provided they operate in a secure, user-controlled environment (self-hosted on-premises or externally hosted solely for Participating Institutions or Authorized Users). AI-generated results or platforms may be published for research and teaching provided they do not contain or reproduce closed or CC-BY-NC-ND content (linking is permitted), while commercial use of such AI-generated content or platforms is prohibited.

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lines 94-99; Using licensed electronic resources with AI / Elsevier agreement; excerpt offset 0–700

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According to EPFL Library's description of its agreement with Elsevier, open access publications with a CC-BY license may be used with any available AI tool, including for tool development and training, with free sharing of results. For licensed closed publications or Open Access publications under a restrictive CC-BY-NC-ND license where Elsevier owns all or key rights, use is permitted with closed versions of AI tools that do not train the algorithm or learn from/incorporate inputs (e.g. non-learning ChatGPT Team, potentially subject to fees/restrictions), or with open versions of learning AI tools or institutional tool/platform development provided they operate in a secure, user-controlled environment (self-hosted on-premises or externally hosted solely for Participating Institutions or Authorized Users). AI-generated results or platforms may be published for research and teaching provided they do not contain or reproduce closed or CC-BY-NC-ND content (linking is permitted), while commercial use of such AI-generated content or platforms is prohibited.

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lines 94-99; Using licensed electronic resources with AI / Elsevier agreement; excerpt offset 700–1349

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