Guidelines for the Use of Artificial Intelligence
at the Department of Information Sciences, Faculty of Humanities and Social Sciences in Osijek
The Guidelines are adopted upon the proposal of the Ethics Committee of the Faculty of Humanities and Social Sciences in Osijek.
The aim of the Guidelines is to ensure the ethical and responsible use of artificial intelligence in the work of faculty members and students at the Faculty of Humanities and Social Sciences in Osijek, with the aim of enhancing academic integrity and excellence.
The Guidelines need to be regularly updated and adapted in accordance with developments in artificial intelligence technology and ethical frameworks and standards.
Guidelines for the Use of Artificial Intelligence – Students
General Principles
Responsibility for all content generated with the assistance of artificial intelligence tools lies with the authors, i.e. the students who used those tools.
For specific instructions on the use of artificial intelligence tools (for example, to what extent the use of artificial intelligence tools is permitted when completing a particular assignment), students should consult the course instructor and the supervisor of the assessed paper.
Awareness and Understanding
Students should be informed about which artificial intelligence tools they may use, how they may use them and for what purposes.
In order to use them critically, students should understand both the advantages and limitations of artificial intelligence tools.
Transparency
Students should inform instructors when and how they have used artificial intelligence tools (which specific tool they used, for what purposes, in what way and within what time frame).
Human Agency and Oversight
Students should use artificial intelligence tools as an aid rather than as a substitute for developing academic skills and critical thinking skills in general, while avoiding excessive reliance on artificial intelligence tools.
Privacy and Data Governance
Students should be aware that artificial intelligence tools use their data (personal and research data) and may subsequently control and use those data for other purposes.
Any person whose data are collected and used with the assistance of artificial intelligence tools must be informed and must provide consent.
Fairness and Integrity
Artificial intelligence tools should be used ethically, meaning that they must not be used for plagiarism or cheating. When artificial intelligence tools are used, they should be critically evaluated and the content should be checked in order to avoid unintentional plagiarism, inaccuracies and bias.
When artificial intelligence tools are used in research and writing, they should be acknowledged (cited) as a source.
Use of Artificial Intelligence Tools
Artificial intelligence tools may generally be used for various purposes:
- translating literature written in foreign languages,
- language and stylistic editing of texts,
- creating tables, graphs, images and multimedia materials,
- creating presentations,
- developing ideas and drafts,
- finding literature and sources,
- generating programming code,
- analysing datasets.
Students should consult their course instructors in a timely manner to determine for which purposes the use of particular tools is permitted in individual courses.
Guidelines for the Use of Artificial Intelligence – Faculty Members
General Principles
The use of artificial intelligence tools in teaching should aim to improve the quality of teaching, encourage innovative and critical approaches to education, and develop the digital skills of faculty members and students.
Responsibility for all content generated with the assistance of artificial intelligence tools lies with the authors, i.e. the faculty members who used those tools.
Faculty members may define more detailed guidelines for individual courses and teaching activities.
Faculty members may also restrict the use of artificial intelligence tools if this is necessary to achieve the learning outcomes of a course.
Awareness and Understanding
Faculty members should be informed about which artificial intelligence tools they may use, how they may use them and for what purposes (e.g. lesson planning, preparation of teaching materials, assessment and grading, etc.).
Faculty members should understand both the advantages and limitations of artificial intelligence tools in order to use them critically.
Faculty members should regularly monitor technological developments and advances in artificial intelligence tools and undertake training in their use.
Transparency
Faculty members should inform students when and how they use artificial intelligence tools in teaching (which specific tool they used, for what purposes, in what way and within what time frame).
If faculty members use artificial intelligence tools for assessment, they should explain to students the criteria used and how the selected tools operate.
Human Agency and Oversight
Faculty members should establish a monitoring system to prevent excessive trust in or reliance on artificial intelligence tools.
Privacy and Data Governance
Faculty members should be aware that artificial intelligence tools use their data (personal and research data) and may subsequently control and use those data for other purposes.
If artificial intelligence tools are used in teaching, faculty members should ensure the protection of students’ data privacy.
Any person whose data are collected and used with the assistance of artificial intelligence tools must be informed and must provide consent.
Diversity, Non-Discrimination and Fairness
Faculty members should be aware of issues of bias when working with artificial intelligence tools and ensure fair access and treatment for all students.
The use of artificial intelligence tools should be adapted to the different needs and ability levels of students.
Use of Plagiarism Detection Tools
Specific plagiarism detection tools may be used to detect plagiarism.
It is necessary to take into account the fact that many such tools produce false positive or false negative results, which is why a final assessment by the faculty member is necessary.
References and Sources
Europska komisija. (2022). Etičke smjernice namijenjene nastavnom osoblju za upotrebu umjetne inteligencije i podataka u poučavanju i učenju. Ured za publikacije Europske unije.
Kralj, L., Blažić, A., Valečić, H., Janeš, S., Blašković, V., Marinić, N., Slišurić, K., Dasović, D., Majdandžić. V., i Rakić, D. (2024). Umjetna inteligencija u obrazovanju: Edukativni priručnik o primjeni umjetne inteligencije u učenju i poučavanju za učitelje, nastavnike i stručne suradnike u školama. Agencija za elektroničke medije i UNICEF. https://www.medijskapismenost.hr/wp-content/uploads/2024/04/Umjetna-inteligencija-u-obrazovanju.pdf
UNESCO. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
UNESCO, i The Global Education 2030 Agenda. (2023). ChatGPT and Artificial Intelligence in higher education: Quick start guide. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385146