The University of New South Wales (UNSW Sydney)

You may use AI for an assessment if the instructions in your Course Outline permit its use.

If you are permitted to use AI for part or all of your assessment, you must: Acknowledge and reference the AI tool using the referencing style for your course and program.

You cannot use AI for an assessment when you see the Category 1 AI icon in your Course Outline under your assessment information. If you choose to use AI for an assessment that prohibits it’s use, you will be penalised for academic misconduct.

If you are enrolled in an English Language Course (e.g., FEEC, UEEC, EAE, TOP), please speak to your teacher about using AI to help you: Generate prompts to practice writing skills and improve vocabulary.

UNSW's official MyIT page says Copilot Chat is available to all UNSW staff and students. It is built into UNSW's Microsoft environment and protected under UNSW's Microsoft licence. Users sign in with their zID, zPass, and MFA; UNSW calls Copilot its official AI chat.

As a UNSW College student, you will receive access to Mentor AI. This approved UNSW College AI tool will help you to practice your writing, listening and speaking skills.

Evidence locator: Appropriate Use of Generative AI > Guideline 5. ELICOS

Where the use of generative AI is allowed as part of coursework and/or assessment, this is the only generative AI platform recommended for UNSW College staff and students.

Levels of AI assistance This framework applies to students in Term 3 2026, Semester 2 2026 or Hexamester 5 2026. The Levels of AI Assistance framework is designed to help convenors communicate to students how much, or how little AI can be used in the process of planning, creating and producing an assignment. To ensure clarity in UNSW AI policy, and how to use AI responsibly in your assessments, we've created this resource for further guidance. Download the framework or read below. Download framework No assistance This assessment is designed for you to complete without the use of any generative AI.  You are not permitted to use any generative AI tools, software or service to search for or gen

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 0–700

erate information or answers. Simple editing assistance In completing this assessment, you are permitted to use standard editing and referencing functions in the software you use to complete your assessment (for example Microsoft Word, Mendeley, Zotero). You are not allowed to use any generative AI tools including prompts or features that generate text. Using functions that generate or paraphrase passages of text or other media, whether based on your own work or not, can be grounds for academic misconduct. Planning or design assistance This category permits the use of generative AI as ‘inspiration’ for assessment. For example, generating initial ideas, structures, or outlines. Beyond that, t

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 700–1400

he use of generative AI is prohibited. You are permitted to use generative AI tools, software or services to generate initial ideas, structures, or outlines only. After you've used generative AI for inspiration you must develop those ideas to produce your own work. Assistance with attribution This category permits the use of generative AI as a 'coach'. Learning usually takes effort. In recognition of this, this category requires you to make a first attempt at the task yourself. Once this is done you can use generative AI to improve your submission. The focus is on your thoughts and creation with the AI helping you edit your work. The AI-based edit must be attributed, and this reinforces the

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 1400–2100

responsible use of generative AI in a scholarly context. The degree of referencing or attribution may vary on the nature of the task – from general acknowledgement to full attribution of all editing suggestions. Your Convenor will specify the types of attribution required, as well as when generative AI tools can be used throughout the assessment. Keep copies of your drafts as your convenor may also request them as part of the submission If outputs of generative AI tools, software or services form part of your submission and are not appropriately attributed, your Convenor may ask you to explain your work. If you are unable to satisfactorily demonstrate your understanding of your submission an

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 2100–2800

d how you have done it you may be referred to UNSW Conduct & Integrity Office for investigation for academic misconduct and possible penalties. Generative AI software-based assessments This assessment is designed for you to use generative AI as part of the assessed learning outcomes.  Please refer to the assessment instructions for more details. This category expects a wide range of use of generative AI in assessment. Your convenor will specify what they want you to do with generative AI. This may include assessments where a first draft is generated by generative AI and you are asked to critique that draft; it may be an assessment where a particular generative AI tool is required to be used;

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 2800–3500

or it may be an assessment where you have options to use or not use those tools. Not applicable This assessment would not likely require or benefit from the use of AI. However, if you do use it, it must be properly referenced.

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 3500–3728

Framework for Hexamester 6 2026/Summer Term 2027 In this transitional period, students in specific teaching periods will be subjected to the AI framework below. Important note The framework below only applies to students in Hexamester 6 2026 and Summer Term 2027. If you're currently in a different teaching period, please refer to the framework above. AI Assessment Modes AI Assessment Modes are part of the University's broader shift from simply asking "Can you use AI in assessments?" to "What role should AI play in assessments and why?" UNSW uses three modes to determine how you use AI when completing an assessment. The mode for each assessment is determined by its educational purpose, learni

Evidence locator: lines 453-462; Coordinator checked continuous source section; excerpt offset 0–700

ng outcomes and the evidence of learning you need to demonstrate. Download framework

Evidence locator: lines 453-462; Coordinator checked continuous source section; excerpt offset 700–785

The three AI assessment modes are: Can’t Use AI – Independent Demonstration: AI is excluded where its use would undermine evidence of your independent knowledge, skills or judgement. Can Use AI – Open Practice: AI may support your learning and task completion where its use does not undermine the evidence the assessment is intended to collect. Must Use AI – AI Capability Demonstration: AI use is required where AI capability is itself part of the intended learning and you need to demonstrate that capability through the assessment.

Evidence locator: lines 462-465; Section 'AI Assessment Modes' (Hexamester 6 2026/Summer Term 2027)

The role of AI in your assessments From Hexamester 6 2026 and Summer Term 2027, UNSW will transition from Levels of AI Assistance to a new framework for how you can use AI in your assessments: AI Assessment Modes. As the role of AI in professional practice continues to change, your assessments are evolving to help you develop the skills to use AI effectively, critically and responsibly. During the transition, make sure you refer to the framework that applies to your current teaching period. You can find information about how you can use AI in each specific assessment in your course outline and instructions from your lecturer or tutor. Term 3/Semester 2/Hexamester 5 2026 Hexamester 6 2026/Sum

Evidence locator: lines 425-431; Coordinator checked continuous source section; excerpt offset 0–700

mer Term 2027

Evidence locator: lines 425-431; Coordinator checked continuous source section; excerpt offset 700–714

When using AI, remember to: Check your course guidelines to see if the use of AI is permitted, including its usage as a translation tool. See the levels of AI assistance and what they entail Maintain your academic integrity. Do not copy and paste AI-generated materials and claim them as your own. Learn how to reference AI in your assessments Protect personal information. Do not include any personal or sensitive information in prompts, your own or other people's (i.e. addresses, name, emails, zID or intellectual property). For data privacy and protection, use Microsoft Copilot using your UNSW account Verify accuracy of AI outputs. GenAI tools could produce invalid or unreliable information ('

Evidence locator: lines 420-425; Coordinator checked continuous source section; excerpt offset 0–700

fabrications' or 'hallucinations'). Book an appointment with the Academic Skills team if you need guidance.

Evidence locator: lines 420-425; Coordinator checked continuous source section; excerpt offset 700–808

Levels of AI assistance This framework applies to students in Term 3 2026, Semester 2 2026 or Hexamester 5 2026. The Levels of AI Assistance framework is designed to help convenors communicate to students how much, or how little AI can be used in the process of planning, creating and producing an assignment. To ensure clarity in UNSW AI policy, and how to use AI responsibly in your assessments, we've created this resource for further guidance. Download the framework or read below. Download framework No assistance This assessment is designed for you to complete without the use of any generative AI.  You are not permitted to use any generative AI tools, software or service to search for or gen

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 0–700

erate information or answers. Simple editing assistance In completing this assessment, you are permitted to use standard editing and referencing functions in the software you use to complete your assessment (for example Microsoft Word, Mendeley, Zotero). You are not allowed to use any generative AI tools including prompts or features that generate text. Using functions that generate or paraphrase passages of text or other media, whether based on your own work or not, can be grounds for academic misconduct. Planning or design assistance This category permits the use of generative AI as ‘inspiration’ for assessment. For example, generating initial ideas, structures, or outlines. Beyond that, t

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 700–1400

he use of generative AI is prohibited. You are permitted to use generative AI tools, software or services to generate initial ideas, structures, or outlines only. After you've used generative AI for inspiration you must develop those ideas to produce your own work. Assistance with attribution This category permits the use of generative AI as a 'coach'. Learning usually takes effort. In recognition of this, this category requires you to make a first attempt at the task yourself. Once this is done you can use generative AI to improve your submission. The focus is on your thoughts and creation with the AI helping you edit your work. The AI-based edit must be attributed, and this reinforces the

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 1400–2100

responsible use of generative AI in a scholarly context. The degree of referencing or attribution may vary on the nature of the task – from general acknowledgement to full attribution of all editing suggestions. Your Convenor will specify the types of attribution required, as well as when generative AI tools can be used throughout the assessment. Keep copies of your drafts as your convenor may also request them as part of the submission If outputs of generative AI tools, software or services form part of your submission and are not appropriately attributed, your Convenor may ask you to explain your work. If you are unable to satisfactorily demonstrate your understanding of your submission an

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 2100–2800

d how you have done it you may be referred to UNSW Conduct & Integrity Office for investigation for academic misconduct and possible penalties. Generative AI software-based assessments This assessment is designed for you to use generative AI as part of the assessed learning outcomes.  Please refer to the assessment instructions for more details. This category expects a wide range of use of generative AI in assessment. Your convenor will specify what they want you to do with generative AI. This may include assessments where a first draft is generated by generative AI and you are asked to critique that draft; it may be an assessment where a particular generative AI tool is required to be used;

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 2800–3500

or it may be an assessment where you have options to use or not use those tools. Not applicable This assessment would not likely require or benefit from the use of AI. However, if you do use it, it must be properly referenced.

Evidence locator: lines 431-453; Coordinator checked continuous source section; excerpt offset 3500–3728

Framework for Hexamester 6 2026/Summer Term 2027 In this transitional period, students in specific teaching periods will be subjected to the AI framework below. Important note The framework below only applies to students in Hexamester 6 2026 and Summer Term 2027. If you're currently in a different teaching period, please refer to the framework above. AI Assessment Modes AI Assessment Modes are part of the University's broader shift from simply asking "Can you use AI in assessments?" to "What role should AI play in assessments and why?" UNSW uses three modes to determine how you use AI when completing an assessment. The mode for each assessment is determined by its educational purpose, learni

Evidence locator: lines 453-462; Coordinator checked continuous source section; excerpt offset 0–700

ng outcomes and the evidence of learning you need to demonstrate. Download framework

Evidence locator: lines 453-462; Coordinator checked continuous source section; excerpt offset 700–785

The role of AI in your assessments From Hexamester 6 2026 and Summer Term 2027, UNSW will transition from Levels of AI Assistance to a new framework for how you can use AI in your assessments: AI Assessment Modes. As the role of AI in professional practice continues to change, your assessments are evolving to help you develop the skills to use AI effectively, critically and responsibly. During the transition, make sure you refer to the framework that applies to your current teaching period. You can find information about how you can use AI in each specific assessment in your course outline and instructions from your lecturer or tutor. Term 3/Semester 2/Hexamester 5 2026 Hexamester 6 2026/Sum

Evidence locator: lines 425-431; Coordinator checked continuous source section; excerpt offset 0–700

mer Term 2027

Evidence locator: lines 425-431; Coordinator checked continuous source section; excerpt offset 700–714

This assessment is designed for you to complete without the use of any generative AI. You are not permitted to use any generative AI tools, software or service to search for or generate information or answers.

Evidence locator: Levels of AI assistance > No assistance

The unauthorised or unacknowledged use of AI in assessments is a form of cheating and is considered to be student misconduct at UNSW under the current Code of Conduct and Values.

Evidence locator: FAQ section 'What are the implications of unauthorised use of AI?'

The use of AI systems at UNSW benefits UNSW, individuals, society, and the environment. The use of AI systems at UNSW is equitable, and respectful of human rights, diversity, inclusivity, and accessibility. AI systems and their lifecycle at UNSW are trustworthy and are used responsibly, safely, and reliably in accordance with their intended purpose. The use of AI systems is transparent, and people understand when the AI system is engaging with or impacting them, the environment, and/or society. AI systems and their lifecycle used at UNSW are identifiable, explainable, interpretable, accountable, and contestable. AI systems and their lifecycle used at UNSW are secure and resilient.

Evidence locator: Section 'Responsible use of Generative AI tools' - AI principles

Be honest and transparent about the use of any AI tool where it would reasonably be expected that use of the tool would be disclosed.

Evidence locator: Section 'Key principles of AI usage in assessment'

Ensure that any AI-based output is reviewed with all due diligence before being released or relied upon. This is particularly important to ensure that you avoid bias and factual errors in the output.

Evidence locator: Section 'Key principles of AI usage in assessment'

As a rule, markers must not use AI platforms for marking or grading.

Evidence locator: Section 'What needs to be considered before integrating AI in my assessment?' > Be clear with teaching staff

UNSW only authorises the use of Turnitin's AI Writing Detection Tool for detecting improper AI use. Students' work should not be uploaded to any other platform because: Only Turnitin has been approved by UNSW Cyber Security as protecting student privacy. The accuracy of other detection tools is extremely low.

Evidence locator: Section 'Academic integrity and AI detection' > Digital Detection Tools

2.2. According to the UNSW plagiarism evaluation rubric: a. ‘Poor scholarship’, ‘Minor’, ’Moderate’ and ‘Significant’ will be managed by the School according to sections 3-5 below; or b. ‘Serious’ will be referred by the Course Authority (following consultation with the SSIA) or the SSIA to UNSW Conduct & Integrity Office (CIO), to manage as a potential Student Misconduct according to the Complaints Management and Investigations Policy & Procedure.

Evidence locator: physical page 6; lines 237-243; Student Plagiarism Management Procedure, Section 2, Clause 2.2

Appendix 3: UNSW Student Plagiarism Evaluation Rubric The following rubric should be applied to work/ piece of assessment submitted where plagiarism has been detected. Poor scholarship and Minor/ Moderate/ Significant levels of plagiarism are to be managed by Schools according to sections 3 to 7 of the Student Plagiarism Management Procedure. Any action or outcome that is outside of what is available below for the respective levels MUST be approved by the Conduct and Integrity Office (CIO). Plagiarism identified at the Serious level must be referred to UNSW Conduct and Integrity Office to managed according to the UNSW Complaints Management and Investigations Policy & Procedure.

Evidence locator: physical page 14; lines 587-593; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Introduction

Serious8 • The whole/almost the whole of the work Applied by the CIO according to the Fail the submitted has been plagiarised; and/or UNSW Complaints Management and course • Copying or collusion where the whole/ almost Investigations Policy & Procedure, (may only the whole of the work submitted is possible outcomes include: be applied identical/almost identical to work submitted by • Fail (0%) for the work9

Evidence locator: physical page 15; lines 704-721; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Serious Level Row; excerpt offset 0–700

by the CIO, another student, and/or • Fail (0% or 00FL) for the course10 where • Suspension from the University appropriat • All or a large part of the work submitted was the e) work of another person, and/ or • Permanent exclusion from the University • Evidence of a

Evidence locator: physical page 15; lines 704-721; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Serious Level Row; excerpt offset 700–1400

deliberate attempt to disguise plagiarism including through misuse of generative AI, and/or • Evidence of contract cheating occurred, and/or • Serious misuse of generative AI e.g. whole/ almost whole sections of the work, including all key learning points, contain generative AI output, against assessment guidelines.

Evidence locator: physical page 15; lines 704-721; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Serious Level Row; excerpt offset 1400–1881

8 The Course Authority and/or SSIA will identify if plagiarism level is ‘Serious’ and then refer the matter to UNSW Conduct and Integrity Office to be handled as potential Student Misconduct under the Complaints Management and Investigations Policy & Procedure

Evidence locator: physical page 15; lines 733-735; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Footnote 8

4 The mark reduction for Minor Plagiarism should not be more than 10% of the maximum grade available. For example, if a student is found to have committed minor plagiarism, the penalty should not reduce their grade by more than 10% of the highest possible mark they could have received. For example, if the maximum mark for an assignment is 100 points, the reduction for minor plagiarism should not exceed 10 points.

Evidence locator: physical page 14; lines 651-655; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Footnote 4

8.2. Repeated instances of plagiarism by a student may constitute a breach of the UNSW Code of Conduct and Values and will be managed by UNSW Conduct & Integrity Office as an allegation of Student Misconduct according to the UNSW Complaints Management and Investigations Policy & Procedure. If the repeated instance occurs in the first year of study, the behaviour may be considered as a misunderstanding of the academic standards required, however a warning notice will be issued reminding the student of their obligations to maintain academic integrity. 8.3. Repeated instances of plagiarism, regardless of level, where a warning not

Evidence locator: physical page 7; lines 311-319; Student Plagiarism Management Procedure, Section 8, Clauses 8.2-8.3; excerpt offset 0–700

ice has been already issued, may be considered Student Misconduct.

Evidence locator: physical page 7; lines 311-319; Student Plagiarism Management Procedure, Section 8, Clauses 8.2-8.3; excerpt offset 700–777

Students must follow the assessment instructions... What students present must be their own work... Students must acknowledge sources. Students should attribute all sources using proper referencing, unless the assessment nature or instructions exempt them from doing so. External sources that must be referenced include both the work of others and sources from digital or physical objects, with AI classified as an external source.

Evidence locator: Section 'Guidance to students' > fundamental principles of assessment

You may use AI for an assessment if the instructions in your Course Outline permit its use.

Evidence locator: Section 'Appropriate Use of Generative AI' > Guideline 1

If you are permitted to use AI for part or all of your assessment, you must: Acknowledge and reference the AI tool using the referencing style for your course and program. For example, APA Style Referencing 7th edition.

Evidence locator: Section 'Appropriate Use of Generative AI' > Guideline 4 (Referencing and Citations)

If you have been found to use AI in a manner that does not meet the course instructions, penalties may occur which would include a fail, a mark of zero for the course, suspension or permanent exclusion.

Evidence locator: FAQ section 'What are the implications of unauthorised use of AI?'

If you are given permission and wish to use AI in the process of planning, designing, or writing your assessment, you should always clearly acknowledge this.

Evidence locator: Main content section 'When using AI in your assessment'

When ChatGPT or other forms of GenAI are accepted as part of an assessment, academics must ensure that they are easily accessible for everyone. There must be no physical, geographical or financial restrictions on students' use of the tool.

Evidence locator: Section 'What needs to be considered before integrating AI in my assessment?' > Equitable access

Step 1: Initial checks... Step 2: Check the signs... Step 3: Discuss with the student... Step 4: Contact your SSIA for further assistance... Step 5: Contact the Conduct & Integrity Office

Evidence locator: Staff Teaching Gateway historical guidance context

3.1. The Course Authority or SSIA should advise the student in writing of poor scholarship/ minor/ moderate/ significant level detected and proposed academic action (Template 2, Appendix 4). 3.2. The student will have 5 business days to provide a response.

Evidence locator: physical page 6; lines 247-250; Student Plagiarism Management Procedure, Section 3, Clauses 3.1-3.2

4.3. The Course Authority will: a. notify the student by email of the outcome and any action to be taken (Template 3, Appendix 4);

Evidence locator: physical page 6; lines 264-265; Student Plagiarism Management Procedure, Section 4, Clause 4.3(a)

6.1. A student may only lodge an internal review on the ground that the process followed by the School in determining poor scholarship or plagiarism lacked procedural fairness. 6.2. The purpose or scope of the internal review will not extend to a review of the merits of the decision. 6.3. Internal reviews must be submitted by email to the Head of School or delegate within 20 business days of the Notification of Outcome referred to in section 4.3(a) above.

Evidence locator: physical page 7; lines 289-295; Student Plagiarism Management Procedure, Section 6, Clauses 6.1-6.3

7.1. The Head of School or their delegate, who was not involved in the initial decision-making process, will consider the internal review request and determine the outcome. 7.2. The student is to be notified by the Head of School or their delegate of the outcome of the internal review within 10 business days of receipt of the internal review request. The notification should include any action to be taken where an internal review is upheld (see Template 5, Appendix D).

Evidence locator: physical page 7; lines 299-304; Student Plagiarism Management Procedure, Section 7, Clauses 7.1-7.2

2.2. According to the UNSW plagiarism evaluation rubric: a. ‘Poor scholarship’, ‘Minor’, ’Moderate’ and ‘Significant’ will be managed by the School according to sections 3-5 below; or b. ‘Serious’ will be referred by the Course Authority (following consultation with the SSIA) or the SSIA to UNSW Conduct & Integrity Office (CIO), to manage as a potential Student Misconduct according to the Complaints Management and Investigations Policy & Procedure.

Evidence locator: physical page 6; lines 237-243; Student Plagiarism Management Procedure, Section 2, Clause 2.2

Appendix 3: UNSW Student Plagiarism Evaluation Rubric The following rubric should be applied to work/ piece of assessment submitted where plagiarism has been detected. Poor scholarship and Minor/ Moderate/ Significant levels of plagiarism are to be managed by Schools according to sections 3 to 7 of the Student Plagiarism Management Procedure. Any action or outcome that is outside of what is available below for the respective levels MUST be approved by the Conduct and Integrity Office (CIO). Plagiarism identified at the Serious level must be referred to UNSW Conduct and Integrity Office to managed according to the UNSW Complaints Management and Investigations Policy & Procedure.

Evidence locator: physical page 14; lines 587-593; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Introduction

8 The Course Authority and/or SSIA will identify if plagiarism level is ‘Serious’ and then refer the matter to UNSW Conduct and Integrity Office to be handled as potential Student Misconduct under the Complaints Management and Investigations Policy & Procedure

Evidence locator: physical page 15; lines 733-735; Appendix 3: UNSW Student Plagiarism Evaluation Rubric, Footnote 8

Students are entitled to use generative AI to the extent specified by the course instructions or university rules. All assessment instructions should set out the acceptable use of AI tools.

Evidence locator: Section 'Guidance to students' > fundamental principles

UNSW College recommend that students use the College Microsoft Copilot AI Tool... Where the use of generative AI is allowed as part of coursework and/or assessment, this is the only generative AI platform recommended for UNSW College staff and students.

Evidence locator: Section 'Appropriate Use of Generative AI' > Guideline 2 (Study)

All academics marking assessments submitted through either Moodle Turnitin Assignment or Inspera now have access to Turnitin's new AI detection tool. This provides academics with an estimated percentage of text that has similarities to AI-generated or AI-paraphrased text. This is not always conclusive evidence that a student has inappropriately used generative AI, however, this will be a flag for a marker to further review a student's submission.

Evidence locator: FAQ section 'How does Turnitin's AI detection tool work?'

It's important that students are aware of what tools use generative AI and may be inappropriate in an assessment. For example, Grammarly, Quillbot and translation tools such as Google Translate, DeepL and Baidu Translate are forms of generative AI.

Evidence locator: FAQ section 'How does Turnitin's AI detection tool work?'

Protect personal information. Do not include any personal or sensitive information in prompts, your own or other people's (i.e. addresses, name, emails, zID or intellectual property). For data privacy and protection, use Microsoft Copilot using your UNSW account

Evidence locator: Section 'When using AI, remember to'

To equip our staff to meet the university's evolving AI needs, UNSW has developed a framework that aims to guide staff with the knowledge and skills to navigate in an AI-driven academic environment.

Evidence locator: Section 'AI capability framework for teaching staff'

In May 2024, UNSW activated Microsoft Copilot with Commercial Data Protection for all staff and students with a zID. The protected version provides staff and students with a secure platform to ensure that sensitive information is securely stored and accessed only by authorised staff.

Evidence locator: Section 'Appropriate Use of Generative AI' > Guideline 2 > Why Microsoft Copilot?

If an AI assessment icon says you can refine your writing with AI tools or as a copyediting tool, you may be permitted to use these tools for the following: Refine spelling and grammar. Revise style and tone. Improve clarity and coherence of writing. Improve vocabulary. Check your document for similarity to online sources. Assist in proofreading. Self-mark an assessment against a marking rubric.

Evidence locator: Section 'Appropriate Use of Generative AI' > Guideline 3 (Refining Writing)

Verify accuracy of AI outputs. GenAI tools could produce invalid or unreliable information ('fabrications' or 'hallucinations'). Book an appointment with the Academic Skills team if you need guidance.

Evidence locator: Section 'When using AI, remember to'

UNSW has an AI leadership group that serves as an overall clearinghouse for addressing critical issues and strategic initiatives. It plays a pivotal role in guiding enterprise decisions.

Evidence locator: Introduction section

Technology Identification and practical application of adopted AI tools at UNSW: Microsoft Copilot Adobe Firefly Scite.ai List the features and functionalities of generative AI tools such as ChatGPT, Copilot and Firefly. Describe how ChatGPT, Copilot and Firefly can be used in different professional contexts to enhance productivity and innovation.

Evidence locator: lines 108-114; AI capability framework for teaching staff > Technology

UNSW's AI Leadership Group has recently endorsed and published principles on the Ethical and Responsible Use of Artificial Intelligence at UNSW. These are to be used to steer and support the use of AI and generative AI appropriately at the University. UNSW aims to provide a safe and digitally secure environment relating to the use of generative AI, for both students and staff. The principles are designed to regulate the use of AI (including generative AI), support a positive approach to and promote world-leading AI research.

Evidence locator: Main article body

6.1. The course outline will be published at least one week before the start of the teaching period and will include the following for each assessment: purpose learning outcomes the allowed role of artificial intelligence and, where relevant, how it can be used weighting toward the course result when the assessment task is due for submission and its submission instructions, or when the assessment task will be held timing and type of feedback whether it is a hurdle task whether a short extension is available whether a supplementary assessment is available.

Evidence locator: lines 248-249; Section 6. Communicating assessment expectations to students, Clause 6.1

Unless stated otherwise, this procedure is effective for all programs and courses within the scope of this policy from the following teaching periods : Term 3, 2026 Semester 2, 2026 Hexamester 1, 2027. The following requirements are effective from 1 January 2027 : clauses 1.1 – 1.2 (aligning an assessment to PLOs, SLOs and CLOs) clause 1.4 (assuring PLOs and SLOs with secure assessment). The following requirements are effective from 1 January 2028 : clauses 2.1 – 2.2 (program-level approaches to assessment) clauses 3.5 – 3.7 (assessment workload).

Evidence locator: lines 192-197; Procedure Implementation & Version Control, Effective dates

This week, access to ChatGPT Edu is being extended to Higher Degree Research candidates and casual academic staff, building on existing access for professional and academic staff. UNSW is also working towards expanding access to AI tools across the entire student community ahead of the 2027 academic year.

Evidence locator: lines 186-187; OpenAI Partnership Announcement, Paragraphs 4-5

When using AI, remember to: Check your course guidelines to see if the use of AI is permitted, including its usage as a translation tool. See the levels of AI assistance and what they entail Maintain your academic integrity. Do not copy and paste AI-generated materials and claim them as your own. Learn how to reference AI in your assessments Protect personal information. Do not include any personal or sensitive information in prompts, your own or other people's (i.e. addresses, name, emails, zID or intellectual property). For data privacy and protection, use Microsoft Copilot using your UNSW account Verify accuracy of AI outputs. GenAI tools could produce invalid or unreliable information ('

Evidence locator: lines 420-425; Coordinator checked continuous source section; excerpt offset 0–700

fabrications' or 'hallucinations'). Book an appointment with the Academic Skills team if you need guidance.

Evidence locator: lines 420-425; Coordinator checked continuous source section; excerpt offset 700–808

Scope This policy applies to: all information collected, used or generated at UNSW or during UNSW-affiliated research (with the exception of library scholarly information resources procured under a contract or licence), including published research data, unpublished research data , research materials , master data , reference data , metadata , and records all formats of data, information and records including print, electronic, audiovisual or any other format  UNSW information resources (including for example, procured library and scholarly information resources) digital communication platforms/technologies artificial intelligence systems and tools all devices connected to a

Evidence locator: lines 145-151; Coordinator checked continuous source section; excerpt offset 0–700

UNSW network or used to access UNSW information resources . This policy applies to students , researchers , research trainees , employees and affiliates . The procedures that follow the policy may state that a more limited scope applies. Contents Principles and Objectives

Evidence locator: lines 145-151; Coordinator checked continuous source section; excerpt offset 700–980

1.3    Users of AI systems or tools must ensure that confidentiality of highly sensitive, sensitive, commercial and/or personal information is maintained throughout the data management life cycle. 2. AI self-assurance assessment 2.1    Before any AI system or tool (other than for using an approved, deployed enterprise grade system i.e. CoPilot) is used an AI self-assurance assessment must be conducted.

Evidence locator: lines 708-710; Section 6: Use of Artificial Intelligence Systems or Tools Procedure, Clauses 1.3 & 2.1

UNSW Library provides access to a broad range of scholarly resources which are protected by copyright and are also subject to licence agreements that may place restrictions on how you use them. ​For specific requests to use custom data, refer to the individual publisher information . General conditions that researchers and academics need to be aware of: Prohibition on Automated Scraping: The use of automated means to access or gather information is expressly prohibited. This safeguard ensures compliance with ethical standards and legal boundaries.​ Source Content and Algorithm Protection: Reverse engineering of source content or algorithms is strictly forbidden. By preserving the integrity

Evidence locator: lines 707-722; Section 'AI and scholarly content' & Disclaimer; excerpt offset 0–700

and security of AI systems, we maintain trust and uphold best practices.​ Limitations on Training Data: Publisher datasets containing scholarly content cannot be utilised for training AI systems. This restriction prevents unauthorised access to proprietary information and promotes responsible data usage.​ Publication Restrictions: Any datasets generated during AI research cannot be included in published research outputs. This measure safeguards the originality and confidentiality of scholarly work.​ Requirement to attribute use of AI ​: Publisher require researchers to attribute any use of AI when submitting publications.​ Disclaimer UNSW Library cannot confirm with 100% accuracy a publisher

Evidence locator: lines 707-722; Section 'AI and scholarly content' & Disclaimer; excerpt offset 700–1400

's position on the use of AI-assisted technologies. We recommend that you use the provided information as a starting point for your research of the publisher's and/or journal’s editorial policies and author guidelines related to AI-assisted technologies. Publishers constantly update their positions on the use of AI-assisted technologies. For the most up-to-date information, contact the publisher directly.

Evidence locator: lines 707-722; Section 'AI and scholarly content' & Disclaimer; excerpt offset 1400–1827