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Welcome to our libguide tab on AI for Teaching and Learning: Tools and Resources. This guide offers an overview of how artificial intelligence can support teaching and learning in higher education. It encompasses a range of topics, including foundational knowledge of AI, an overview of available tools, strategies for effective prompting, typical applications and limitations, approaches to fostering critical thinking, considerations for accessibility, and methods for integrating AI into pedagogy. It also provides detailed guidance on referencing and acknowledging AI use appropriately.
Important note: Students should only use AI tools in accordance with their instructors’ guidelines and course policies.
UWrite Resources
Introduction to AI
Artificial Intelligence (AI) is a broad field of computer science focused on building systems that can perform tasks that typically require human intelligence—such as understanding language, recognizing patterns, solving problems, or even creating content. From smart assistants like Siri and Alexa to facial recognition and recommendation systems on Netflix, AI is already part of everyday life.
One important category of AI is Generative AI, which can produce new content like text, images, audio, or video. Tools like ChatGPT and DALL·E are examples of generative AI that use large amounts of data to create human-like responses or visuals. As these tools become more common in education and writing, it’s important to understand how they work, their potential benefits, and their limitations.
This Google Cloud Tech video, Introduction to Generative AI, offers a clear, beginner-friendly overview of how generative AI works, including key concepts like large language models and training data. It explains how AI systems create new content—text, images, and more—and introduces real-world applications.
AI, Machine Learning, Deep Learning and Generative AI Explained (IBM)
This short video by IBM Technology clearly explains the differences between AI, machine learning, deep learning, and generative AI, using simple examples to show how each technology works and relates to the others.
- Glossary of AI TermsThis glossary, developed by the University of Warwick, explains key terms you’re likely to come across when learning about artificial intelligence (AI). As AI becomes a bigger part of how we study, work, and live, it’s important to understand the language used to talk about it.
Uses of AI
Use AI with CAUTION
Oxford Brookes University encourages students to use AI with CAUTION, a helpful acronym reminding users to be critical, transparent, and ethical when using AI tools. It emphasizes the importance of verifying information, acknowledging AI use, and maintaining academic integrity by never presenting AI-generated text as original student work.
Check your prompts. The information you get out is only as good as the requests you put in.
Approach any information the AI tool produces cautiously (be a critical reader).
Understand that Large Language Models (including ChatGPT) are designed only to summarise, predict and generate texts. They won’t do the thinking for you.
Take the time to verify any claims made and check the reliability of any sources.
Identify any use of AI tools (including large language models such as Chat GPT) by citing and acknowledging in an appropriate way. Declare your use of AI tools and explain how you used them.
Observe the principles of Good Academic Practice at all times.
Never submit chunks of text produced by AI as your own work. You may be in breach of the academic conduct regulations.
- Using AI at University (University of Portsmouth)This page from the University of Portsmouth outlines how AI tools can support university study, offering tips on responsible and effective use for tasks like research, writing, and organisation. HBKU students may find the guidance useful, but must always follow HBKU’s academic integrity policies and any specific instructions provided by their professors.
- Capabilities and Limitations of Gen AI (University College London)UCL’s guide highlights that generative AI can produce diverse content but may generate errors or biased outputs due to its lack of true understanding. A short video on the page explains these capabilities and limitations.
How AI Could Save (Not Destroy) Education (Sal Khan - Khan Academy)
Sal Khan, the founder and CEO of Khan Academy, thinks artificial intelligence could spark the greatest positive transformation education has ever seen. He shares the opportunities he sees for students and educators to collaborate with AI tools, including the potential of a personal AI tutor for every student and an AI teaching assistant for every teacher, and demos some exciting new features for their educational chatbot, Khanmigo.
How to transform your PowerPoint presentations using Microsoft Copilot in PowerPoint
This video demonstrates how Microsoft's AI assistant, Copilot, can enhance the creation and editing of presentations. It showcases features such as generating new slides from prompts, summarizing existing content, and refining slide design and structure, thereby streamlining the presentation development process. This tutorial is beneficial for students and educators aiming to efficiently produce polished presentations using Microsoft 365 tools.
AI Tools
AI tools are designed to assist in various stages of the academic writing process, from conducting thorough literature reviews to drafting high-quality research papers. They don’t replace the critical thinking and analytical skills of a researcher but instead complement them by streamlining time-intensive tasks and offering fresh perspectives. In today’s fast-paced academic landscape, mastering the art of research and writing is crucial for success. At Hamad Bin Khalifa University (HBKU), where academic excellence meets innovation, students are constantly encouraged to push the boundaries of knowledge. To support this journey, leveraging artificial intelligence (AI) tools can make research and writing more efficient, insightful, and impactful.
The UWrite handout, “AI Toolkit for Students: From Research to Writing,” introduces students to how generative AI tools can support academic writing and research. It emphasizes that while AI can enhance efficiency, creativity, and productivity, it should complement—not replace—critical thinking and academic integrity. The guide covers how AI tools can assist in literature reviews, result analysis, data visualization, general writing, and collaboration.
Highlighted tools include Elicit, ResearchRabbit, SciSpace, Scite, ChatPDF, Grammarly, QuillBot, Microsoft Copilot, and ChatGPT, each offering unique features for tasks such as summarizing research, citation mapping, paraphrasing, and generating visuals. The handout also encourages responsible use, emphasizing ethics and transparency in academic contexts.
- Microsoft Copilot Video TutorialsLearn how to use Microsoft 365 Copilot to streamline tasks like drafting documents, summarizing content, and creating presentations. These short tutorials show practical ways to work more efficiently using AI tools built into Microsoft apps.
- AI Tools and Applications (Saint Leo University)This page features a wide-ranging collection of AI-powered tools organized into categories like teaching, presentations, research, industry and business, human-AI interaction, and just-for-fun tools. Whether you’re looking to enhance instruction, streamline your workflow, or explore creative applications, these resources offer practical ways to bring AI into your work.
- AI Tools (Purdue University)Purdue University’s AI Tools guide helps students explore and compare leading AI platforms like Microsoft Copilot, Perplexity, and ChatGPT. It outlines their features, data privacy policies, and ideal use cases, empowering students to select the right tool for research, writing, or creative projects while maintaining academic integrity.
This extensive resource covers a vast array of AI tools: Generative AI Tools; AI Tools for Research; AI Tools for Systematic Review; AI Tools for Teaching and Learning; AI Tools for Writing; AI Tools for Creating Videos; and AI Tools for Creating Images. - Digital and AI Tools (University of Reading)The University of Reading’s guide introduces a range of digital and AI tools to support students with academic tasks such as assignment planning, literature searching, summarising, and note-taking. It also offers advice on using these tools responsibly and ethically, with a focus on critical thinking and maintaining academic integrity.
- Use of Generative AI Tools to Support Learning (University of Oxford)The University of Oxford offers guidance on ethically and effectively using generative AI tools like ChatGPT and Claude to support your learning. This resource covers best practices for academic reading, writing, and study skills, emphasizing critical thinking, proper attribution, and adherence to academic integrity.
- AI Research Tools (Georgetown University)Georgetown University Library’s guide presents a variety of AI tools to support academic research and writing, including ChatGPT, Claude, Gemini, Elicit, Semantic Scholar, Research Rabbit, Connected Papers, Scholarcy, Consensus, Scite, and Perplexity.
- AI Tools for Academic Research & Writing (Oklahoma State University)The "AI Tools for Academic Research & Writing" guide from Oklahoma State University offers a curated list of AI tools to assist with various academic tasks, including searching for scholarly articles, summarizing content, and refining your written work.
- Critical Evaluation of AI Tools Using ROBOT (Newcastle University)This Newcastle University guide helps students critically evaluate AI tools using the ROBOT framework—Reliability, Objective, Bias, Owner, and Type—to ensure safe, ethical, and informed use in academic work.
- Article: Using Artificial Intelligence in Academic Writing and Research - An Essential Productivity ToolThis open-access article by Khalifa and Albadawy provides a comprehensive review of how AI supports academic writing and research across six key domains, including idea generation, literature synthesis, editing, and ethical compliance. Drawing from 24 studies, it highlights both the benefits and challenges of integrating AI tools like ChatGPT into scholarly workflows. The authors emphasize the importance of ethical, transparent use and recommend training researchers to use AI effectively while maintaining academic integrity. This article is a valuable resource for students and faculty exploring the role of AI in enhancing research productivity and writing quality.
Practical AI for Instructors and Students
This five-part course by Wharton Interactive introduces educators and learners to large language models, offering foundational insights into AI's role in education. The series equips viewers with essential knowledge to effectively integrate AI tools into teaching and learning environments.
Co-Intelligence by ISBN: 9780593716717Publication Date: 2024-04-02Wharton professor Ethan Mollick has written the definitive playbook for working, learning, and living in the new age of AI. Something new entered our world in November 2022 -- the first general purpose AI that could pass for a human and do the kinds of creative, innovative work that only humans could do previously. Mollick immediately understood what ChatGPT meant: after millions of years on our own, humans had developed a kind of co-intelligence that could augment, or even replace, human thinking. Through his writing, speaking, and teaching, Mollick has become one of the most prominent and provocative explainers of AI, focusing on the practical aspects of how these new tools for thought can transform our world. In Co-Intelligence, Mollick urges us to engage with AI as co-worker, co-teacher, and coach. He assesses its profound impact on business and education, using dozens of real-time examples of AI in action. Co-Intelligence shows what it means to think and work together with smart machines, and why it's imperative that we master that skill. Mollick challenges us to utilize AI's enormous power without losing our identity, to learn from it without being misled, and to harness its gifts to create a better human future. Wide ranging, hugely thought-provoking, optimistic, and lucid, Co-Intelligence reveals the promise and power of this new era.
AI Tools for Accessibility
- UWrite AI Tools for AccessibilityThis UWrite resource highlights AI tools that support accessible and inclusive learning in higher education. It features tools for text-to-speech, translation, alt text generation, video creation, and more—each with practical use cases. Designed for students and educators, it includes direct links to each tool for easy access.
Bicycle for the Mind: AI for Accessibility
This is a presentation from the 2024 AI in Higher Education Symposium held in Australia. Delivered by Szymon Machajewski and Landen Dixon from the University of Illinois Chicago, the session explores how generative AI technologies can enhance accessibility in education. It highlights tools that provide alternative document formats, image descriptions, text summarization, and adaptive examples, aiming to ensure equitable access for students with disabilities. The presentation underscores that AI can support all students, much like audiobooks or auto-captioning, while also unlocking new opportunities for inclusive learning.
Prompt Engineering
- Microsoft Copilot PromptsThe Microsoft Support page titled "Learn about Copilot prompts" provides guidance on effectively interacting with Microsoft 365 Copilot by crafting well-structured prompts. It introduces a framework comprising four key elements:
Goal: Clearly state what you want Copilot to do.
Context: Provide background information to help Copilot understand the task.
Expectations: Specify the desired outcome or format of the response.
Source: Indicate any specific data or documents Copilot should reference.
By incorporating these components, users can enhance the relevance and accuracy of Copilot's responses. The page includes examples demonstrating how varying levels of detail in prompts can influence the results, emphasizing that more comprehensive prompts often yield better outcomes.
This resource is particularly beneficial for university students and staff aiming to utilize Copilot for tasks such as summarizing documents, drafting emails, or analyzing data within Microsoft 365 applications.
- How to Craft Prompts (Georgetown University)Georgetown University Library’s “How to Craft Prompts” guide offers practical strategies for writing effective prompts when using generative AI tools in research and writing. It introduces the CLEAR framework—Context, Length, Explicitness, Audience, and Relevance—to help students and faculty generate more accurate and useful AI responses. The guide also links to additional resources on prompt engineering.
- Writing Effective Prompts for GEN AI (University College London)The UCL guide on writing effective prompts for generative AI offers strategies to improve prompt clarity and specificity, such as assigning roles, defining audience and tone, and providing examples. It encourages iterative refinement and includes a short explainer video to support users in crafting more effective AI prompts.
- Prompt Design (Purdue University)Purdue University’s resources on prompt design offer educators and developers a comprehensive foundation in crafting effective prompts for generative AI tools. Highlights include the CLEAR framework for information literacy, Microsoft Copilot prompts, and guides from OpenAI. The collection supports both instructional and practical applications for students.
- Prompt Engineering (Birmingham City University)Birmingham City University’s guide on prompt engineering offers strategies to craft effective prompts for interacting with Large Language Models (LLMs). It introduces frameworks like CLEAR and OpenAI's best practices, providing examples to enhance AI-generated outputs. The guide also links to workshops and resources for further learning.
- Prompting Using the PREPARE FrameworkThe presentation is useful guide to assist educators in crafting effective prompts for generative AI tools like ChatGPT. Developed by Daniel Fitzpatrick, this framework builds upon his earlier PREP model, offering a structured approach to enhance AI interactions in educational settings.
The PREPARE acronym stands for:
P – Propose: Clearly define the task or command to set the context for the AI.
R – Role: Assign a specific role to the AI (e.g., "act as a historian") to guide its perspective.
E – Explicit Instructions: Provide detailed directions to ensure the AI understands the expectations.
P – Presentation: Specify the desired format, tone, length, and other stylistic elements of the response.
A – Ask: Encourage the AI to ask clarifying questions to refine its output.
R – Rate: Request the AI to evaluate its own response and suggest improvements.
E – Emotions: Incorporate emotional context to make interactions more relatable and nuanced.
978-1959419112 by ISBN: 9781959419112Publication Date: 2023-05-01The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education by Dan Fitzpatrick, Amanda Fox, and Brad Matthew Weinstein is a practical guide for educators aiming to integrate AI into their teaching practices. It offers step-by-step strategies to help teachers harness AI tools for lesson planning, content creation, and personalized learning, while emphasizing the importance of emotional intelligence and human-centered approaches. The book also introduces frameworks like PREP and EDIT to promote AI literacy and responsible use in educational settings. Overall, it empowers educators to adapt to the evolving educational landscape shaped by artificial intelligence.
Referencing and Acknowledging AI
Writing AI Acknowledgements
This short video from Monash University discusses the key elements that should be included in an AI acknowledgement and includes a useful example/ template that can be used by students.
- Acknowledging the Use of Generative Artificial Intelligence (Monash University)Monash University provides clear guidelines for acknowledging generative AI use in student assessments. The site includes templates and examples that show how to declare the tool used, its purpose, and modifications made. These resources support transparency and help students communicate AI use responsibly and clearly in academic work.
- Acknowledge and Reference AI Use (University of Queensland)The University of Queensland Library's "Acknowledge and Reference AI Use" page offers essential guidance and videos for students on ethically incorporating AI tools into academic work. It emphasizes maintaining academic integrity by properly acknowledging AI contributions, aligning with UQ’s policies. The page provides example acknowledgements and information on citation practices to help students navigate AI use responsibly.
- Acknowledging AI Tools and Technologies (The University of Melbourne)The University of Melbourne's "Acknowledging AI Tools and Technologies" page provides comprehensive guidance for students on the ethical use of generative AI in academic work. It outlines when and how to cite AI-generated content, the necessity of including declarations detailing AI usage, and offers examples to ensure transparency and uphold academic integrity.
- Options for Labeling, Documenting and Reflecting on the Use of AI (University of Graz)This resource presents various methods for documenting and reflecting on AI use in academic settings. It offers descriptions and examples to guide students and educators in transparently integrating AI tools into their work.
Citing AI Use in Different Referencing Styles
Further Sample Use Declarations/ Templates
Supporting Critical Thinking With AI
- Gen AI, Critical Thinking, and the Writing ProcessThis presentation from the University Writing Center (UWrite) explores how generative AI can be used as a tool to support critical thinking and academic voice. It offers practical strategies—including prompt engineering, reflective dialogue, and disciplinary awareness—to help students engage with GenAI ethically, critically, and creatively throughout the writing process.
- Critical Thinking in the Age of AIThe MIT Horizon article advises individuals to enhance their critical thinking skills amid the rise of generative AI tools. It emphasizes the importance of three key practices:
Learn: Continuously build your own knowledge base to make connections and generate ideas beyond AI capabilities.
Evaluate: Maintain skepticism, especially since AI can produce inaccurate information. Always seek additional sources to verify claims.
Reflect: After interacting with AI, assess the outcomes. Determine what aligned with your thinking and what didn't to improve future engagements.
AI Pedagogy
- AI Resources for Educators (Purdue University)This guide offers free AI training and resources for educators, including a Google and MIT-developed course on generative AI. It features practical video tutorials, prompt libraries, guides, and articles to help teachers integrate AI into their practice—streamlining tasks, enhancing instruction, and encouraging creative classroom applications.
- AI Pedagogy Project - metaLAB (at) HarvardCreated by metaLAB (at) Harvard, the AI Pedagogy Project helps educators explore how AI can be used critically and creatively in the classroom. It offers hands-on, adaptable assignments and resources to support informed discussions about AI’s possibilities and limits. Designed for K–12 and higher education, the site encourages educators to align AI use with their pedagogical goals. Faculty new to AI will find helpful guidance in the AI Guide and Starter Kit, while those teaching high school can explore tailored Quickstart resources. All materials are free to adapt and integrate into your own teaching context.
- AI Resources for Teaching and Learning (Saint Leo University)The AI Resources for Teaching and Learning site from Saint Leo University's Center for Teaching and Learning Excellence serves as a comprehensive hub for faculty interested in integrating artificial intelligence into their educational practices. It offers curated tools, tutorials, and thought leadership to support teaching, course design, assessments, and feedback. Whether you're new to AI or seeking advanced strategies, this resource provides practical guidance to enhance student learning outcomes and foster innovation in higher education.
- Gen AI Knowledge Hub (Tertiary Education Quality and Standards Agency: TEQSA, Australia)These resources aim to assist higher education providers and their staff to meet new challenges and benefit from opportunities afforded by advances in generative artificial intelligence (Gen AI). In addition to resources developed by TEQSA, there is also good practice advice from other sources.
- An Introduction to the Use of Generative AI Tools in Teaching: Ten Ideas on the Use of AI to Support Students in Their Learning (University of Oxford)Oxford University's Centre for Teaching and Learning offers a practical guide for faculty on integrating generative AI tools into teaching. It presents ten strategies to enhance student learning—ranging from developing critical thinking and academic writing to practising coding and language skills—while addressing ethical considerations and academic integrity.
- AI Literacy: Sample Assignments - WAC Clearinghouse (Colorado State University)The AI Literacy collection from the WAC Clearinghouse offers faculty a curated set of undergraduate-level assignments designed to enhance students' understanding and critical engagement with AI-generated texts. These resources aim to develop students' AI literacy, rhetorical awareness, and ethical considerations when interacting with AI in academic settings. Assignments encourage students to analyze, critique, and reflect on AI-generated content, fostering critical thinking and informed usage of AI tools in their learning processes.
- The AI Assessment ScaleThe updated AI Assessment Scale (AIAS) helps educators in schools and higher education decide how to use generative AI in student work. With five levels—from avoiding AI to exploring it creatively—it offers a clear, flexible guide for making thoughtful choices about AI in teaching and assessment.
Teaching with AI by ISBN: 9781421449227Publication Date: 2024-04-30Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its integration into classrooms and workplaces is already underway, impacting and challenging ideas about creativity, authorship, and education. In this groundbreaking and practical guide, teachers will discover how to harness and manage AI as a powerful teaching tool. José Antonio Bowen and C. Edward Watson present emerging and powerful research on the seismic changes AI is already creating in schools and the workplace, providing invaluable insights into what AI can accomplish in the classroom and beyond. By learning how to use new AI tools and resources, educators will gain the confidence to navigate the challenges and seize the opportunities presented by AI. From interactive learning techniques to advanced assignment and assessment strategies, this comprehensive guide offers practical suggestions for integrating AI effectively into teaching and learning environments. Bowen and Watson tackle crucial questions related to academic integrity, cheating, and other emerging issues. In the age of AI, critical thinking skills, information literacy, and a liberal arts education are more important than ever. As AI continues to reshape the nature of work and human thinking, educators can equip students with the skills they need to thrive in a rapidly evolving world. This book serves as a compass, guiding educators through the uncharted territory of AI-powered education and the future of teaching and learning.
Designing Writing Assignments in the Age of Generative AI (Notre Dame University)
Nathaniel Myers, an associate teaching professor in Notre Dame’s University Writing Program, discusses the impact of generative AI on student writing and offers strategies for designing assignments that promote authentic learning and discourage misuse of tools like ChatGPT and Google Gemini. He emphasizes the importance of focusing on the writing process, allowing student choice, incorporating formative assessment, and critically engaging with AI-generated content. By pairing AI and human feedback and encouraging critical evaluation, educators can help students navigate the use of AI in writing while maintaining academic integrity.
- Gen AI Strategies for Australian Higher Education (TEQSA): Emerging PracticeThis toolkit provides practical guidance for universities exploring the ethical and effective integration of generative AI into teaching, learning, and assessment. Drawing on real-world examples from institutions across Australia, the resource is organized around three core dimensions: Process, People, and Practice. It addresses curriculum design, academic integrity, staff development, and future-focused educational strategies. This resource is especially useful for faculty seeking to adapt responsibly to AI’s evolving role in higher education.
- From Automation to Transformation: AI Strategies for Personalized, Engaging, and Inclusive Online Course Design (Quality Matters)This white paper from Quality Matters gives clear, practical advice on using AI to make online courses more personalized, engaging, and accessible. It highlights how AI can support student success while emphasizing ethical use. With tips on course design, teaching strategies, and institutional planning, it’s a useful read for any faculty member looking to bring AI into their teaching in a thoughtful and responsible way.
Articles
- Brave New Words: A Framework and Process for Developing Technology-Use Guidelines for Student WritingAbstract
Health sciences instructors hold a wide range of opinions about generative artificial intelligence (GenAI) such as ChatGPT, Bing, and Bard; however, many are uncertain about guiding students on how to use technology for assigned writing. Our survey of 62 public health instructors at a single institution highlighted their perceived benefits, limitations, and concerns about student use of GenAI for assigned writing. Perceived benefits included the completion of tasks unrelated to relevant learning such as spellchecking and reference formatting, as well as for certain writing activities such as brainstorming. Several identified the preparation for future workplace activities as a meaningful benefit. Important limitations and concerns included the worry that GenAI would inhibit learning, as well as ethical and equity-related concerns. Nearly half of instructors expressed concerns about whether using GenAI tools constitutes plagiarism or violates academic integrity. Nearly half of instructors also indicated concern about being able to detect whether a student completed an assignment with GenAI tools. Developing thoughtful guidance on technology use for assigned writing is important as it sets standards for academic integrity and supports learning. We used the survey data and applied backward design principles to develop the Brave New Words framework and three-step process described in this paper. This framework is intended to help instructors think through and ultimately develop guidelines for students on whether and how they should use technology for assigned writing. An example assignment and activity are used to demonstrate the framework.
- Generative AI Tools and Assessment: Guidelines of the World's Top-Ranking UniversitiesAbstract
The public release of generative artificial intelligence (GAI) tools (e.g., ChatGPT) has had a disruptive effect on the assessment practices of higher education institutions (HEIs) worldwide. Concerns have largely been associated with academic integrity, cheating and plagiarism. HEIs have had to develop guidelines in response to GAI. As many of these guidelines were developed in haste and could affect a large number of instructors and students, there is a need to examine their content, coverage and suitability. This review examines the extent to which the world's 50 top-ranking HEIs have developed or modified their assessment guidelines to address GAI use and, where guidelines exist, the primary content and advice given to guide instructors in their GAI assessment design and practices. The findings show that just under half of the institutions have developed publicly available guidelines. The guidelines cover three main areas: academic integrity, advice on assessment design and communicating with students. Amongst the suggestions for teachers on assessment design, two appear particularly pertinent in helping develop effective assessment tasks and developing learners’ AI literacy: first, running assessment tasks through GAI to check the extent to which the tool can accomplish the task and, second, having students use GAI as part of the assessment process. Overall, the review suggests that HEIs have come to accept the use of GAI and drafted assessment guidelines to advise instructors on its use. In the article, we argue that it may be beneficial to embrace GAI as a part of the assessment process since this is the reality of today's educational and job landscape. This will require instructors to develop a new competence - generative artificial intelligence assessment literacy - which is conceptualised in this article.