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University guidance on GenAI in learning, teaching and assessment

The University of Liverpool has devised guidance to help both academics and students understand the University’s position on GenAI in teaching, learning and assessment, and to make informed decisions on when and how to use it.

University Guidance on the use of generative artificial intelligence by students and staff, in learning, teaching, and assessment. (PDF, 260KB) (August 2025) Revised 2025, by Dr. Samuel Saunders, Dr. Claire Ellison, Dr. Ceri Coulby, Dr. Kate Evans, Rob Lindsay, Heather Johnston, Dr. Bryony Parsons, Hayley Rushton-Davis, Ruth Scott-Williams.

This guidance is designed to be applied alongside Appendix L of the Code of Practice on Assessment (PDF, 288KB), which supersedes this guidance in regulatory terms. Additionally, there is a clear Academic integrity process for the misuse of generative AI (PDF, 109KB).

For further support, teaching staff can request a student-facing KnowHow session from the library that will be tailored to your specific cohort needs and develops student skills in the appropriate use of GAI and AI tools. Complete the session request form.

Use cases for education

  • Brainstorming lesson ideas, generating draft lesson plans, or creating supplementary teaching materials
  • Summarising student feedback or extracting themes from open-ended survey responses
  • Using generative AI to generate multiple explanations of a concept to support diverse learners
  • Drafting communications to students, for review before sending
  • Developing questions to low stake tests
  • Refining rubrics
  • Helping to generate drafts of lesson plans
  • Helping refine feedback – here it is important to ensure that the assessment is done by the teacher, with AI helping to refine. An important consideration needs to be given whether this should be disclosed to the students
  • Generating multimodal artefacts to help illustrate points – infographics, diagrams, images, icons or other visuals
  • Generating video or audio overviews of contexts using AI podcast or vodcast generators
  • Gamifying AI – using AI as a ‘player’ in a game-based scenario to achieve a particular outcome, or to act as a character in an interaction with students.

Unacceptable uses of generative AI in education

  • Copying and pasting AI-generated content directly into assessment briefs, marking rubrics, or feedback without review
  • Using AI to generate grades or make final assessment decisions
  • Uploading student work, personal data, or confidential information to public AI platforms without first completing a Data Protection Impact Assessment, and/or seek guidance from the University’s Data Protection Officer
  • Using AI to create or modify official policy documents without appropriate review and approval. 

Please see also the golden rules and the legal, security and data protection for principles of generative AI use that also covers education.