Institutional policies on artificial intelligence in university learning, teaching and research

- automated hypothesis generation based on data analysis;

- testing hypotheses and iterating research processes;

- searching and extracting specific data from large databases, significantly accelerates the information search process;

- organizing and comparing accumulated results;

- automatic creation of graphs, diagrams, and other visual representations of data that help illustrate key findings and trends;

- preparation of scientific reports;

- formatting articles according to the requirements of scientific journals;

- transforming voice information into printed text (natural language processing).

- We do not recommend using artificial intelligence in the following research activities:

- translating scientific text in foreign languages without additional verification;

- processing available data in certain fields of science that undergo rapid changes and the information contained in the AI databases quickly becomes "outdated";

- in researches related to the protection of confidentiality;

- during critical reconsideration of the provided information, which can lead to misinterpretation or distortion of results;

- while conducting scientific research (course papers, qualification, dissertation works, scientific articles, etc.) in parts related to: presentation of the content of your own research, formulating conclusions, justification of theoretical or experimental results, presenting new quantitative and qualitative indicators (AI-generated text lacks specifics, it is a generalization and cannot reflect the result of the author work);

- using quotes in course/qualification works provided by AI without checking their credibility;

- forming a reference list (general-purpose generative platforms are trained on outdated materials, do not contain current scientific works and work on the principle of "averaging" existing information). The list generated by AI will mostly contain fictional authors, publication titles, publishers, etc.

The ethics of using generative AI platforms imply an understanding of the following guidelines:

1) When using content generated by artificial intelligence, it is always necessary to indicate this.

2) It is not recommended to use generated content for material gain, as copyright may be violated.

3) It is not recommended to generate texts and images that devalue historical events, social assets, human dignity.

4) When using your own photos and images on generative platforms, remember that they are added to the machine learning database and the user loses the ability to control their distribution or transformation.

In the near future, the implementation of general policies for the use of artificial intelligence in education, teaching, and research at Kherson State University [29] has identified the following directions:

1. It is recommended for scientific and pedagogical staff to: 1) update syllabuses of educational components, taking into account the specifics of using artificial intelligence in educational activities; 2) replace traditional forms of control (or assessment) of educational activities of higher education students with more effective ones, aimed not at reproducing specific knowledge, but at checking the ability to think critically and analyse (answers to which are difficult or impossible to generate).

2. In the field of professional development, it is recommended for the university scientific and pedagogical staff to undergo internship programs through non-formal / informal education on the use of artificial intelligence technologies (at least 1 credit per year) or to receive additional education in the field of artificial intelligence.

3. It is recommended to start conducting: 1) an information campaign on AI literacy, in particular, general aspects, risks, and threats of the use and further dissemination of artificial intelligence technologies in Ukraine; 2) thematic round tables on the use of artificial intelligence in various fields of knowledge.

4. It is recommended for the chief editors of the university scientific journals to: 1) add information to the publication ethics (culture) of authors' publications about the possible use of artificial intelligence in the process of manuscript preparation; 2) prepare special thematic issues dedicated to the research of artificial intelligence.

5. Conclusions and perspectives for further research.

6. Given the relevance of education response to changes in technology, there is a need to create institutional policies of a higher education institution regarding the use of artificial intelligence platforms. Accordingly, in the process of the research, general policies for the use of artificial intelligence in education, teaching, and research at Kherson State University were developed. The purpose of these institutional policies was to create an inclusive environment of modern digital tools for involving of lecturers of non-professional specialties and define the framework for the use of artificial intelligence in education, teaching, and research of all subjects (participants) of educational activity. The risks and advantages of using AI tools were determined. Based on the analysis of the generally defined properties and functional capabilities of artificial intelligence platforms, recommendations were made, and examples of the use of AI in the educational process were given. The presented examples enable scientists, lecturers, and students, who are not specializing in IT, familiarize themselves with the existing AI resources and create their own materials using AI platforms. It also gives a chance to form a professional personal attitude to AI tools for all participants of the educational process and to consider the results of their work.

7. Issues requiring further research regarding generative platforms lie in three thematic areas: knowledge base; transparency and ethics; digital transformation of organizations and societies. Accordingly, further research requires methodological aspects of the use of such platforms, expansion of industry applications (not only technical one). All institutional documents on academic integrity and definitions related to plagiarism, quotations, and text matches need to be reviewed and updated. It is also relevant to create an educational environment that encourages the interaction and dissemination of positive practice of digital transformation of all participants of the educational process, through professional development programs through non-formal/informal education.

Conclusions and prospects for further research

Given the relevance of education response to changes in technology, there is a need to create institutional policies of a higher education institution regarding the use of artificial intelligence platforms. Accordingly, in the process of the research, general policies for the use of artificial intelligence in education, teaching, and research at Kherson State University were developed. The purpose of these institutional policies was to create an inclusive environment of modern digital tools for involving of lecturers of non-professional specialties and define the framework for the use of artificial intelligence in education, teaching, and research of all subjects (participants) of educational activity. The risks and advantages of using AI tools were determined. Based on the analysis of the generally defined properties and functional capabilities of artificial intelligence platforms, recommendations were made, and examples of the use of AI in the educational process were given. The presented examples enable scientists, lecturers, and students, who are not specializing in IT, familiarize themselves with the existing AI resources and create their own materials using AI platforms. It also gives a chance to form a professional personal attitude to AI tools for all participants of the educational process and to consider the results of their work.

Issues requiring further research regarding generative platforms lie in three thematic areas: knowledge base; transparency and ethics; digital transformation of organizations and societies. Accordingly, further research requires methodological aspects of the use of such platforms, expansion of industry applications (not only technical one). All institutional documents on academic integrity and definitions related to plagiarism, quotations, and text matches need to be reviewed and updated. It is also relevant to create an educational environment that encourages the interaction and dissemination of positive practice of digital transformation of all participants of the educational process, through professional development programs through non-formal/informal education.

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