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AI Policy – Department of Economic History

The Department of Economic History recognises the rapid increase in the use of AI-based tools in fields related to the education we provide and in society at large. We recognise that these tools are likely to remain accessible to students. To ascertain that the tools are used responsibly, ethically, and in ways that promote and accelerate student learning while safeguarding examination by working to deter cheating, we have developed this policy to be valid from January 15, 2024.

The Department of Economic History maintains that the learning outcomes in the courses that we teach have not become less relevant with the emergence of AI-based tools. On the contrary, their relevance has increased as the use of AI-based tools requires a command of terminology needed to write prompts and subject-specific knowledge combined with the ability to critically assess, judge, analyze, and evaluate AI-generated output.

1. Purpose

The purpose of this policy is to provide guidelines for teaching staff at the Department of Economic History regarding examination in a time of easy access to AI-based tools. The policy shall provide guidelines on informing students about AI-based tools and on the optional use and integration of AI-based tools into teaching.

2. Scope

This policy applies to courses in first- and second cycle education at the Department of Economic History

3. Policy Statement

  • The Department of Economic History recognises the potential benefits of using AI-based tools in education to enhance students’ learning and learning experiences. The department therefore encourages the responsible and ethical use of AI-based tools in courses.
  • All teaching staff are expected to familiarise themselves with some AI-based tool (for example, ChatGPT or Bing AI) to see how it responds to using course materials, assignments, exam questions and so forth. Guides and resources can be found at

    Generative AI tools in education –
  • Any and all use of AI-based tools in teaching should be subordinated to the learning outcomes of the course. The use of AI-based tools must be a means to an end, with the end being fulfilment of course learning outcomes, and not become an end in themselves unless the learning outcomes specifically mention such AI-based tools.
  • Every course and programme in the department should provide a clear statement about whether or not the use of AI-based tools is permitted in learning and teaching activities.
  • Course conveners must communicate to students that they are always responsible for, and have personal ownership of, everything that they submit as a part of examinations on courses. This includes content in the form of text, graphical representations, or otherwise, generated using AI-based and non-AI-based software, and that they can be asked to explain, justify, or defend any of the above in conjunction with examination.
  • If AI-based tools have been used, the students must clearly state this in their assignment. They should clarify the distribution of work between the student and the AI-based tools.
  • Written submissions, where students can use AI-based tools in such a way that it can affect the validity of the examination, should be subject to complementary means of examination (e.g. oral examination).
  • Uploading teaching materials such as PowerPoints and subtitling of lectures to the AI-based tool is not allowed.
  • Students should not be required to give personal data or copyrighted material to use AI-based tools as part of their courses unless the tool has been legally approved for use in the university. Approved tools will be listed on the Unit for Educational Support's website.
  • If any AI-based tools are being recommended for learning activities or assessment, every student must have equal access to them. If there is a cost involved, this should be clearly indicated in the course information provided before the course starts.
  • Suspected cases of unlawful use of AI-based tools will be reported to the Lund University disciplinary board.