University of Toronto

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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Code s.4(b) (Offences); lines 565-565 of captured page text

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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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What is the University's position on students' use of AI on assignments? (updated October 2026); lines 224-224 of captured page text

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The University of Toronto FAQ (updated October 2026) says undergraduate and graduate students may use generative AI tools as learning aids, for example to summarize information or test their understanding, in a manner similar to consulting books, peers or a tutor. Such uses are generally acceptable even if an instructor has said AI is not otherwise permitted in the course, and typically do not need to be cited or disclosed. If students use AI-generated information that would normally require citation (quoting, paraphrasing or reproducing text or ideas), they must cite it according to U of T Libraries guidance or the instructor's directions. Learning-aid use is distinct from using AI to complete marked work.

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Are students permitted to use AI tools as a learning aid? (updated October 2026); lines 272-272 of captured page text

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The University of Toronto FAQ (updated October 2026) says undergraduate and graduate students may use generative AI tools as learning aids, for example to summarize information or test their understanding, in a manner similar to consulting books, peers or a tutor. Such uses are generally acceptable even if an instructor has said AI is not otherwise permitted in the course, and typically do not need to be cited or disclosed. If students use AI-generated information that would normally require citation (quoting, paraphrasing or reproducing text or ideas), they must cite it according to U of T Libraries guidance or the instructor's directions. Learning-aid use is distinct from using AI to complete marked work.

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Are students permitted to use AI tools as a learning aid?; lines 274-274 of captured page text

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The University of Toronto recommends that instructors include a syllabus statement informing students of their expectations on AI use, and provides sample statements for syllabi and assignments for graduate and undergraduate courses; some units may have their own guidelines. The earlier Vice-Provost URL now redirects to the office home page, so the current Vice-Provost, Teaching & Learning FAQ (updated October 2026) is used as the source.

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Sample syllabus statements (last updated October 2026); lines 68-68 of captured page text

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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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Scenario (interpretive; pre-2025 Code numbering); lines 51-51 of captured page text

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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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Code s.4(b) (Offences); lines 565-565 of captured page text

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The 2025 Code of Behaviour on Academic Matters also makes it an offence knowingly to submit academic work containing a purported statement of fact or reference to a source that has been concocted (an offence depending on knowledge, including where the student ought reasonably to have known; not every AI error is automatically an offence). When an instructor has reasonable grounds to believe an offence was committed, they must inform the student immediately, give reasons and invite a discussion, normally held synchronously; nothing the student says in that discussion may be used in evidence at a hearing. The dean or chair must tell the student they may seek advice or be represented and are not obliged to make any statement. Sanctions available at divisional level include up to 12 months' suspension (up to 24 with Provost approval); suspension of up to five years or a recommendation of expulsion are for the University Tribunal.

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Code s.4(f) (Offences); lines 573-573 of captured page text

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The 2025 Code of Behaviour on Academic Matters also makes it an offence knowingly to submit academic work containing a purported statement of fact or reference to a source that has been concocted (an offence depending on knowledge, including where the student ought reasonably to have known; not every AI error is automatically an offence). When an instructor has reasonable grounds to believe an offence was committed, they must inform the student immediately, give reasons and invite a discussion, normally held synchronously; nothing the student says in that discussion may be used in evidence at a hearing. The dean or chair must tell the student they may seek advice or be represented and are not obliged to make any statement. Sanctions available at divisional level include up to 12 months' suspension (up to 24 with Provost approval); suspension of up to five years or a recommendation of expulsion are for the University Tribunal.

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Code s.2 (knowing); lines 559-559 of captured page text

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The 2025 Code of Behaviour on Academic Matters also makes it an offence knowingly to submit academic work containing a purported statement of fact or reference to a source that has been concocted (an offence depending on knowledge, including where the student ought reasonably to have known; not every AI error is automatically an offence). When an instructor has reasonable grounds to believe an offence was committed, they must inform the student immediately, give reasons and invite a discussion, normally held synchronously; nothing the student says in that discussion may be used in evidence at a hearing. The dean or chair must tell the student they may seek advice or be represented and are not obliged to make any statement. Sanctions available at divisional level include up to 12 months' suspension (up to 24 with Provost approval); suspension of up to five years or a recommendation of expulsion are for the University Tribunal.

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Divisional procedures: instructor's duties; lines 623-623 of captured page text

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The 2025 Code of Behaviour on Academic Matters also makes it an offence knowingly to submit academic work containing a purported statement of fact or reference to a source that has been concocted (an offence depending on knowledge, including where the student ought reasonably to have known; not every AI error is automatically an offence). When an instructor has reasonable grounds to believe an offence was committed, they must inform the student immediately, give reasons and invite a discussion, normally held synchronously; nothing the student says in that discussion may be used in evidence at a hearing. The dean or chair must tell the student they may seek advice or be represented and are not obliged to make any statement. Sanctions available at divisional level include up to 12 months' suspension (up to 24 with Provost approval); suspension of up to five years or a recommendation of expulsion are for the University Tribunal.

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Divisional procedures: dean's or chair's warning; lines 663-663 of captured page text

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The 2025 Code of Behaviour on Academic Matters also makes it an offence knowingly to submit academic work containing a purported statement of fact or reference to a source that has been concocted (an offence depending on knowledge, including where the student ought reasonably to have known; not every AI error is automatically an offence). When an instructor has reasonable grounds to believe an offence was committed, they must inform the student immediately, give reasons and invite a discussion, normally held synchronously; nothing the student says in that discussion may be used in evidence at a hearing. The dean or chair must tell the student they may seek advice or be represented and are not obliged to make any statement. Sanctions available at divisional level include up to 12 months' suspension (up to 24 with Provost approval); suspension of up to five years or a recommendation of expulsion are for the University Tribunal.

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Divisional sanctions; lines 751-751 of captured page text

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The 2025 Code of Behaviour on Academic Matters also makes it an offence knowingly to submit academic work containing a purported statement of fact or reference to a source that has been concocted (an offence depending on knowledge, including where the student ought reasonably to have known; not every AI error is automatically an offence). When an instructor has reasonable grounds to believe an offence was committed, they must inform the student immediately, give reasons and invite a discussion, normally held synchronously; nothing the student says in that discussion may be used in evidence at a hearing. The dean or chair must tell the student they may seek advice or be represented and are not obliged to make any statement. Sanctions available at divisional level include up to 12 months' suspension (up to 24 with Provost approval); suspension of up to five years or a recommendation of expulsion are for the University Tribunal.

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Tribunal sanctions; lines 945-945 of captured page text

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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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What is the University's position on students' use of AI on assignments? (updated October 2026); lines 224-224 of captured page text

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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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Scenario (interpretive; pre-2025 Code numbering); lines 51-51 of captured page text

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The University of Toronto FAQ (updated October 2026) says undergraduate and graduate students may use generative AI tools as learning aids, for example to summarize information or test their understanding, in a manner similar to consulting books, peers or a tutor. Such uses are generally acceptable even if an instructor has said AI is not otherwise permitted in the course, and typically do not need to be cited or disclosed. If students use AI-generated information that would normally require citation (quoting, paraphrasing or reproducing text or ideas), they must cite it according to U of T Libraries guidance or the instructor's directions. Learning-aid use is distinct from using AI to complete marked work.

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Are students permitted to use AI tools as a learning aid? (updated October 2026); lines 272-272 of captured page text

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The University of Toronto FAQ (updated October 2026) says undergraduate and graduate students may use generative AI tools as learning aids, for example to summarize information or test their understanding, in a manner similar to consulting books, peers or a tutor. Such uses are generally acceptable even if an instructor has said AI is not otherwise permitted in the course, and typically do not need to be cited or disclosed. If students use AI-generated information that would normally require citation (quoting, paraphrasing or reproducing text or ideas), they must cite it according to U of T Libraries guidance or the instructor's directions. Learning-aid use is distinct from using AI to complete marked work.

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Are students permitted to use AI tools as a learning aid?; lines 274-274 of captured page text

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Where approved generative AI use contributes to a University of Toronto doctoral thesis, the thesis must appropriately cite and describe that use so the reader can tell which tools were used, and how and why. Approval to use AI in research does not extend to writing: graduate students must separately seek and document supervisor and committee approval for AI use in writing. SGS does not regulate master's theses, Major Research Papers or comprehensive exams; graduate units set those rules, while the Code of Behaviour and research-misconduct framework still apply.

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Doctoral thesis; lines 67-67 of captured page text

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Where approved generative AI use contributes to a University of Toronto doctoral thesis, the thesis must appropriately cite and describe that use so the reader can tell which tools were used, and how and why. Approval to use AI in research does not extend to writing: graduate students must separately seek and document supervisor and committee approval for AI use in writing. SGS does not regulate master's theses, Major Research Papers or comprehensive exams; graduate units set those rules, while the Code of Behaviour and research-misconduct framework still apply.

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If generative AI tools are allowed for research, does that mean they are also allowed for writing?; lines 75-75 of captured page text

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Where approved generative AI use contributes to a University of Toronto doctoral thesis, the thesis must appropriately cite and describe that use so the reader can tell which tools were used, and how and why. Approval to use AI in research does not extend to writing: graduate students must separately seek and document supervisor and committee approval for AI use in writing. SGS does not regulate master's theses, Major Research Papers or comprehensive exams; graduate units set those rules, while the Code of Behaviour and research-misconduct framework still apply.

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Master's thesis, Major Research Paper and other milestones; lines 87-87 of captured page text

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University of Toronto Information Security guidelines state that no data should be provided to generative AI if any part of it should not appear in that system's results, and that before sharing personal information or university data classified as Level 2, 3 or 4 with any AI tool, users must verify the tool has been assessed by the university as suitable for that data type and level. AI Kitchen tools are approved for Level 3 data or below, except the Model Comparison Tool, which is approved only up to Level 2.

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Recognize privacy and information security risks; lines 201-201 of captured page text

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University of Toronto Information Security guidelines state that no data should be provided to generative AI if any part of it should not appear in that system's results, and that before sharing personal information or university data classified as Level 2, 3 or 4 with any AI tool, users must verify the tool has been assessed by the university as suitable for that data type and level. AI Kitchen tools are approved for Level 3 data or below, except the Model Comparison Tool, which is approved only up to Level 2.

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Recognize privacy and information security risks; lines 207-207 of captured page text

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University of Toronto Information Security guidelines state that no data should be provided to generative AI if any part of it should not appear in that system's results, and that before sharing personal information or university data classified as Level 2, 3 or 4 with any AI tool, users must verify the tool has been assessed by the university as suitable for that data type and level. AI Kitchen tools are approved for Level 3 data or below, except the Model Comparison Tool, which is approved only up to Level 2.

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AI Kitchen standards; lines 69-69 of captured page text

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University of Toronto Information Security guidelines state that no data should be provided to generative AI if any part of it should not appear in that system's results, and that before sharing personal information or university data classified as Level 2, 3 or 4 with any AI tool, users must verify the tool has been assessed by the university as suitable for that data type and level. AI Kitchen tools are approved for Level 3 data or below, except the Model Comparison Tool, which is approved only up to Level 2.

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AIK Model Comparison Tool row; lines 89-89 of captured page text

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Unless they have explicit permission from the instructor, University of Toronto students may not upload, copy, input or share course materials created or provided by the instructor, teaching assistants or the University (such as lecture slides, recordings, test questions, solutions and rubrics) to a generative AI tool that the University has not approved for that purpose. As a general rule students should not upload course materials into GenAI systems, because of model training and copyright concerns.

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Sample syllabus language on course materials (October 2026); lines 72-72 of captured page text

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Unless they have explicit permission from the instructor, University of Toronto students may not upload, copy, input or share course materials created or provided by the instructor, teaching assistants or the University (such as lecture slides, recordings, test questions, solutions and rubrics) to a generative AI tool that the University has not approved for that purpose. As a general rule students should not upload course materials into GenAI systems, because of model training and copyright concerns.

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Can students upload course materials? (updated October 2026); lines 282-282 of captured page text

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University of Toronto CTSI guidance on using non-supported (unvetted) AI tools in courses says students must be able to opt out: instructors cannot require students to accept a third party's terms or hand over personal data or intellectual property, and must provide a viable alternative where the tool is part of a required activity or assessment. A Privacy Impact Assessment is required wherever an unvetted tool collects personally identifying information, typically taking four to eight weeks.

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Using non-supported tools; lines 195-195 of captured page text

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University of Toronto CTSI guidance on using non-supported (unvetted) AI tools in courses says students must be able to opt out: instructors cannot require students to accept a third party's terms or hand over personal data or intellectual property, and must provide a viable alternative where the tool is part of a required activity or assessment. A Privacy Impact Assessment is required wherever an unvetted tool collects personally identifying information, typically taking four to eight weeks.

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Using non-supported tools; lines 197-197 of captured page text

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The AI Kitchen lists Microsoft Copilot Chat for students, staff, faculty and librarians as Available and free, accessed by signing in with a U of T account.

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AI tools for teaching, research or administrative work: Copilot Chat row; lines 137-145 of captured page text

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The AI Kitchen also lists Cogniti (course-specific AI virtual tutors grounded in instructor materials) for faculty, free with limited seats; students use Cogniti agents that instructors have enabled in Quercus courses, and instructors must request the ability to create agents. The Chef's Kit lists Microsoft GitHub Copilot Business for staff, faculty and librarians, free with limited seats.

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Cogniti row; lines 127-135 of captured page text

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The AI Kitchen also lists Cogniti (course-specific AI virtual tutors grounded in instructor materials) for faculty, free with limited seats; students use Cogniti agents that instructors have enabled in Quercus courses, and instructors must request the ability to create agents. The Chef's Kit lists Microsoft GitHub Copilot Business for staff, faculty and librarians, free with limited seats.

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Chef's Kit: GitHub Copilot Business row; lines 181-189 of captured page text

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The AI Kitchen lists Claude for Education (Anthropic) for staff, faculty and librarians as free with limited seats, requested through the IT Service Centre. It is not listed as a student tool.

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AI tools for teaching, research or administrative work: Claude row; lines 107-115 of captured page text

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The University of Toronto AI Kitchen lists ChatGPT Edu (OpenAI) for staff, faculty and librarians at negotiated pricing with limited seats, requested through the IT Service Centre. It is not listed as a student tool or as free.

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AI tools for teaching, research or administrative work: ChatGPT Edu row; lines 117-125 of captured page text

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The AI Kitchen lists M365 Copilot (integrated across Word, Excel, Teams and Outlook) as Available for staff, faculty and librarians at negotiated pricing through the IT Service Centre. It is a separate licence beyond the free Copilot Chat, and CTSI notes it is not centrally funded.

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AI tools for teaching, research or administrative work: M365 Copilot row; lines 147-155 of captured page 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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GenAI Tools for Teaching: overview; lines 73-73 of captured page 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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GenAI Tools for Teaching: overview; lines 75-75 of captured page 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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GenAI Tools for Teaching: overview; lines 77-77 of captured page 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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GenAI Tools for Teaching: overview; lines 69-69 of captured page text

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The AI Kitchen also lists Cogniti (course-specific AI virtual tutors grounded in instructor materials) for faculty, free with limited seats; students use Cogniti agents that instructors have enabled in Quercus courses, and instructors must request the ability to create agents. The Chef's Kit lists Microsoft GitHub Copilot Business for staff, faculty and librarians, free with limited seats.

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Meet Cogniti; lines 265-265 of captured page text

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The AI Kitchen lists M365 Copilot (integrated across Word, Excel, Teams and Outlook) as Available for staff, faculty and librarians at negotiated pricing through the IT Service Centre. It is a separate licence beyond the free Copilot Chat, and CTSI notes it is not centrally funded.

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Cost comparison; lines 101-101 of captured page text

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For the doctoral thesis specifically, the University of Toronto School of Graduate Studies requires that the use of generative AI tools in any aspect of researching or writing the thesis be done with the prior approval of the supervisor(s) and supervisory committee. Students remain responsible for any AI-generated content in the thesis and must be able to describe and defend any AI use at the final oral examination.

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Can students use generative AI tools to research or write a doctoral thesis? (last updated September 5, 2025); lines 67-67 of captured page text

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For the doctoral thesis specifically, the University of Toronto School of Graduate Studies requires that the use of generative AI tools in any aspect of researching or writing the thesis be done with the prior approval of the supervisor(s) and supervisory committee. Students remain responsible for any AI-generated content in the thesis and must be able to describe and defend any AI use at the final oral examination.

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Doctoral thesis; lines 69-69 of captured page text

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For the doctoral thesis specifically, the University of Toronto School of Graduate Studies requires that the use of generative AI tools in any aspect of researching or writing the thesis be done with the prior approval of the supervisor(s) and supervisory committee. Students remain responsible for any AI-generated content in the thesis and must be able to describe and defend any AI use at the final oral examination.

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Doctoral thesis; lines 69-69 of captured page text

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Where approved generative AI use contributes to a University of Toronto doctoral thesis, the thesis must appropriately cite and describe that use so the reader can tell which tools were used, and how and why. Approval to use AI in research does not extend to writing: graduate students must separately seek and document supervisor and committee approval for AI use in writing. SGS does not regulate master's theses, Major Research Papers or comprehensive exams; graduate units set those rules, while the Code of Behaviour and research-misconduct framework still apply.

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Doctoral thesis; lines 67-67 of captured page text

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Where approved generative AI use contributes to a University of Toronto doctoral thesis, the thesis must appropriately cite and describe that use so the reader can tell which tools were used, and how and why. Approval to use AI in research does not extend to writing: graduate students must separately seek and document supervisor and committee approval for AI use in writing. SGS does not regulate master's theses, Major Research Papers or comprehensive exams; graduate units set those rules, while the Code of Behaviour and research-misconduct framework still apply.

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If generative AI tools are allowed for research, does that mean they are also allowed for writing?; lines 75-75 of captured page text

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Where approved generative AI use contributes to a University of Toronto doctoral thesis, the thesis must appropriately cite and describe that use so the reader can tell which tools were used, and how and why. Approval to use AI in research does not extend to writing: graduate students must separately seek and document supervisor and committee approval for AI use in writing. SGS does not regulate master's theses, Major Research Papers or comprehensive exams; graduate units set those rules, while the Code of Behaviour and research-misconduct framework still apply.

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Master's thesis, Major Research Paper and other milestones; lines 87-87 of captured page text

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For graduate academic milestones generally (for example comprehensive exams, candidacy and other scholarly activities), the University of Toronto School of Graduate Studies recommends that students seek and document in writing unambiguous approval from their supervisor(s) and supervisory committee before using generative AI. This general recommendation sits alongside stricter mandatory rules for the doctoral thesis (see claim-university-of-toronto-001); students, supervisors and graduate units must agree in advance how any AI tools will be used for each milestone.

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Overview (last updated September 9, 2026); lines 45-45 of captured page text

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For graduate academic milestones generally (for example comprehensive exams, candidacy and other scholarly activities), the University of Toronto School of Graduate Studies recommends that students seek and document in writing unambiguous approval from their supervisor(s) and supervisory committee before using generative AI. This general recommendation sits alongside stricter mandatory rules for the doctoral thesis (see claim-university-of-toronto-001); students, supervisors and graduate units must agree in advance how any AI tools will be used for each milestone.

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Overview; lines 43-43 of captured page text

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The University of Toronto School of Graduate Studies states that unauthorized use of generative AI tools for scholarly work may be considered an offence under the Code of Behaviour on Academic Matters and research misconduct under the Policy on Ethical Conduct in Research and the Framework to Address Allegations of Research Misconduct. This is a possible consequence, not an automatic finding or sanction.

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Overview; lines 45-45 of captured page text

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