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Set AI rules assignment by assignment, beginning with the learning outcome students must achieve themselves. For each task, state which uses are allowed, which require disclosure, which are prohibited, what information must stay out of AI tools, and what evidence will show the student’s own understanding.
This approach reflects UNESCO’s human-centred guidance for generative AI in education. UNESCO’s Guidance for generative AI in education and research was published on 7 September 2023 and last updated on 16 January 2026. It is international policy guidance, not a binding rule for every school, so your district, school and applicable laws remain the controlling requirements.
Begin with the learning goal, not the software
A blanket rule such as “AI is allowed” or “AI is banned” cannot fit every assignment. The same tool may support learning in one activity and replace the skill being assessed in another.
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State the capability the assignment measures: forming an argument, solving an equation, interpreting a primary source, writing in a target language, designing an experiment, revising prose or something else. Ask what a student who meets the objective must be able to do without outsourcing the central intellectual work.
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Separate support from substitution
AI can support a process when it gives a student a starting point, explanation or feedback that the student then evaluates and uses. It substitutes for the assessed skill when it supplies the answer, reasoning, analysis or final prose that the student is supposed to produce. Make that distinction explicit in the assignment directions rather than expecting students to infer it.
Put the rule on the assignment sheet
Students should see the permission level before they begin. A course syllabus can explain the general philosophy, but each task needs its own operational rule because the learning objective and acceptable assistance change from task to task.
Use three permission levels students can understand
A simple three-level system is easier to apply consistently than a long list of software-specific exceptions. Label every relevant AI activity as allowed, allowed with disclosure, or not allowed for that assignment.
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|---|---|---|---|
| Allowed | The use supports the task without replacing the skill being assessed. | Brainstorming possible topics; asking for an explanation of a difficult concept before doing the work; generating practice questions. | The completed work and any ordinary evidence required by the assignment. |
| Allowed with disclosure | The assistance may materially shape the work, so the student records what tool was used and how. | Translation support; language editing; feedback on organization; generating alternatives that the student evaluates. | The completed work plus a brief, specific disclosure. |
| Not allowed | AI would perform the central skill or make the result impossible to interpret as the student’s own work. | Submitting generated answers for a problem-solving assessment; turning in generated analysis when analysis is the objective; using generated prose for an in-class writing demonstration. | Work produced through the permitted human process, with no prohibited assistance. |
These examples are starting points, not universal classifications. The same activity can move to a different level when the learning objective changes.
Write rules in student-facing language
Describe permitted uses precisely
“AI may be used” is too vague. Name the actions that are acceptable: “You may use an approved tool to brainstorm research questions, but you must select and develop the question yourself.” If explanation is allowed, say whether students may ask for definitions, examples, hints or step-by-step solutions. If editing is allowed, specify whether it includes spelling and grammar only or also organization and style.
Define meaningful assistance
Disclosure should cover assistance that changes the content, reasoning, structure or language of the submission. A student who uses a tool to generate ideas, explain a concept, translate passages, edit language or draft text should report that use. Routine features such as a standard spell-checker can be excluded if your school treats them as ordinary editing; state that exception rather than leaving students to guess.
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State prohibited outcomes, not just prohibited brands
Tools and product names change. Rules last longer when they describe the result you are protecting: “Do not submit text, calculations or analysis generated by an AI system when this assignment assesses your ability to produce them.” You can identify approved tools separately, but do not make compliance depend on a current product list alone.
Give students a disclosure method they can follow
UNESCO’s guidance does not impose one universal citation or disclosure format. Your school can choose a short method that is consistent across classes. Require four pieces of information:
- The tool’s name.
- The date or stage of the work when it was used.
- The type of help, such as brainstorming, explanation, translation, editing or generation.
- What the student accepted, changed or rejected after checking the output.
A practical disclosure note
For a short assignment, place a note after the bibliography or in the submission form:
AI assistance: I used [tool name] to [describe the task] on [date or stage]. I checked the output by [describe your check] and changed or rejected [describe the changes].Because template syntax belongs inside code, the bracketed fields above are instructions for students to fill in, not claims about a particular tool or assignment. For a larger project, request the relevant prompts or a process log only when they help you assess the learning goal; do not collect sensitive conversation content by default.
Protect privacy and check age suitability
Students should not enter personal, sensitive or identifiable information into an AI system unless the school has approved that tool and the use complies with school policy and applicable law. This includes a student’s name, contact details, records, disability or health information, private writing from another person, and identifiable details about classmates or families.
Use an approved-tool gate
Before requiring or encouraging AI access, confirm that the school has approved the service, understands its data practices and permits the intended age group to use it. Check the tool’s age terms as well as district rules. UNESCO identifies data privacy and age limits as policy issues, but the exact legal requirements depend on jurisdiction.
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Offer a non-AI route
Access, age eligibility, disability accommodations, connectivity and family preferences vary. Every required learning activity should have a way to complete the objective without an unapproved AI account. A student should not lose access to the curriculum because a tool is unavailable or cannot lawfully be used.
Teach a safe-input habit
Make “remove identifying details” an ordinary step in the classroom. Students can replace names with roles, summarize a scenario, or use fictional data when an AI interaction is pedagogically useful. If the task does not need real personal information, prohibit entering it rather than relying on students to recognize the risk themselves.
Keep the student’s learning visible
A final product alone may not show who made the decisions. Design evidence around the objective and use it consistently for the whole class.
Request process evidence when it serves the objective
- Ask for a proposal, outline, calculations, annotated sources, drafts or revision notes when those stages reveal the assessed skill.
- Have students explain a key choice, interpret a result or defend a conclusion in a short conference or reflection.
- Ask students to verify factual claims and identify uncertainty in AI output when information evaluation is part of the lesson.
- Use a brief oral or written follow-up when you need to confirm that a student understands the submitted work.
Do not require every possible artifact from every assignment. Collect the evidence that answers the specific question: can this student perform the learning outcome?
Do not treat a detector score as proof
The reviewed UNESCO material does not establish the accuracy of AI-writing detectors or prescribe a universal enforcement process. A detector result alone should not be the basis for a misconduct finding. If work raises concerns, follow the school’s established academic-integrity procedure and consider the student’s drafts, explanation, disclosure and other relevant evidence.
Compare assignments before choosing a permission level
Use the same six questions whenever you design or revise a task:
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| Question | Decision to make |
|---|---|
| What is the learning objective? | Name the knowledge or skill the student must demonstrate. |
| Would AI support or substitute for that skill? | Allow assistance that leaves the central work with the student; restrict assistance that performs it. |
| What level of help is allowed? | Specify actions such as brainstorming, explanation, translation, editing or generation. |
| What disclosure is required? | Tell students whether they must name the tool, describe the use, provide a process note or do all three. |
| Are privacy and age requirements satisfied? | Confirm approval, age suitability and safe data handling before assigning access. |
| How will understanding be demonstrated? | Choose the product, process evidence, explanation or combination that directly measures the objective. |
This comparison prevents a tool-first policy. It also makes differences between assignments explainable: students can see why brainstorming is acceptable in one task while generated prose is not in another.
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Teach responsible use alongside the limits
Rules work better when students understand the reason for them. UNESCO calls for AI competencies for learners and capacity building for teachers, not compliance rules alone.
Practice checking outputs
Show students how to question an answer, verify factual claims, inspect calculations and identify missing context. An AI response can sound confident while being wrong or incomplete. Make verification part of the task when evaluating information is itself a learning goal.
Discuss human agency
Students should make the consequential choices: what question to ask, which evidence to trust, how to interpret it and what conclusion to present. UNESCO’s foreword states, “AI must not usurp human intelligence.” In classroom terms, that means a tool may assist a process without becoming the author of the thinking being assessed.
Model transparent teacher practice
When you demonstrate an approved use, narrate what you are checking and what you reject. Explain why a privacy limit exists and how a student can complete the same objective without AI. This turns an abstract prohibition into a repeatable decision-making skill.
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A seven-step implementation sequence
- Write the outcome. Record the exact knowledge or skill students must achieve themselves.
- Map possible AI actions. List ways a tool could support the process and ways it could replace the assessed work.
- Assign a permission level. Mark each relevant use as allowed, allowed with disclosure or not allowed.
- Write the disclosure instruction. Give students the tool, action, timing and verification details you expect them to report.
- Confirm access conditions. Check approved-tool status, privacy safeguards and age terms, and prepare a non-AI route.
- Choose learning evidence. Decide what product, process record or explanation will demonstrate the outcome.
- Review the rule. Revisit it when the assignment, school policy or available tools change.
This sequence is a practical framework synthesized from UNESCO’s human-centred priorities; it is not an official UNESCO checklist.
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Handle violations with a fair process
Publish the rule before the work begins and apply the same standard to comparable submissions. A suspected violation is a question to investigate, not an automatic conclusion from a software flag. Ask the student to explain the work and provide the evidence your existing academic-integrity procedure allows. Distinguish a prohibited use from a misunderstanding of an unclear rule, and document the decision according to school policy.
Do not create a separate, improvised penalty system for AI unless your school has formally adopted one. The classroom rule should tell students what to do; the established institutional process should determine how a confirmed breach is handled.
Review rules as policy and tools change
Generative AI services, age terms and school approvals can change during a school year. Schedule a review at the start of a course and whenever you redesign an assignment. Remove obsolete product names, check that the approved-tool list is current, and confirm that the non-AI option still lets students meet the objective.
UNESCO guidance is international and does not replace local requirements. Ireland’s Department of Education, for example, announced national guidance for AI in schools drawing on UNESCO and European Union best practice. That announcement is a country-specific example, not a rule for schools elsewhere. Teachers should check their own district, school and applicable legal requirements before publishing a classroom policy.
A compact policy paragraph for an assignment sheet
You can adapt the following wording to the particular learning goal:
For this assignment, you may use an approved AI tool for [permitted action]. Do not use AI to produce [the skill or work being assessed]. If AI materially assists your work, name the tool, describe how you used it, and explain what you verified or changed. Do not enter personal, sensitive or identifiable information. You may complete the assignment without AI. Be prepared to explain your choices and show process evidence requested for this task.Replace each bracketed phrase with the assignment’s actual objective and permitted action. The clearer those two phrases are, the less students must guess about the boundary.
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