Abstract:

The recent advances in Generative Artificial Intelligence (GenAI) have brought about profound changes in the landscape of higher education, posing new ethical, pedagogical, and institutional challenges. This study aimed to conduct a comparative analysis of the policies and guidelines implemented by leading international universities regarding the use of GenAI tools in educational contexts, with the goal of developing an institutional framework tailored to the context of the Egas Moniz – School of Health and Science.

Drawing on publicly available sources and institutional documents from globally recognised universities including Stanford, Oxford, Harvard, and Cambridge, among others, a qualitative analysis was undertaken to examine key dimensions such as transparency in AI usage, ethical boundaries, the promotion of digital literacy, and institutional regulation mechanisms. The investigation revealed a broad spectrum of approaches, ranging from permissive, innovation-driven strategies to more restrictive frameworks focused on preserving academic integrity.

Based on this analysis and a critical reflection on the pedagogical impact of GenAI, a guiding institutional document was developed, structured around five core pillars:
(1) a clear definition of GenAI and its acceptable uses;
(2) guiding principles based on integrity, authorship, responsibility, and fairness;
(3) mandatory disclosure of AI usage in academic work;
(4) defined limits and prohibitions to prevent misuse, particularly in assessments and data manipulation;
(5) training and awareness strategies for both faculty and students.

The framework also includes pedagogical recommendations focused on self-reflection, diversification of assessment methods, and the critical integration of AI into curricula.

This work seeks to contribute to the development of a robust ethical-pedagogical framework for the use of GenAI in higher education, promoting a balance between technological innovation and academic rigour. The adaptation of international best practices to the local institutional context is presented as essential for ensuring the responsible, critical, and formative integration of these emerging technologies into learning environments.

Keywords:

Artificial Intelligence, AI Policies, Higher Education, Usage Guidelines, Education, Educational Technology.