Generative Artificial Intelligence in the Classroom: FAQ’s
Updated June 18, 2025
The latest generation of Artificial Intelligence (AI) systems is impacting teaching and learning in many ways, presenting both opportunities and challenges for our course instructors and students as they engage in learning. At the University of Toronto, we remain committed to providing students with transformative learning experiences and to supporting instructors as they adapt their pedagogy in response to this emerging technology.
Many generative AI (GenAI) language and coding systems have become available, including ChatGPT, Gemini (from Google), Claude (from Anthropic), Microsoft Copilot, Cursor and others.
These AI Large-Language Models use predictive technology to create or revise written products of all kinds, including essays, computer code, lesson plans, poems, reports, and letters. They also summarize text, respond to questions, and so on. The products that the tools create are generally of good quality, although they can have inaccuracies. We encourage you to try these systems to test their capabilities and limitations. Faculty, librarians, staff and students at U of T have access to an enterprise edition of Microsoft Copilot and ChatGPT Edu, which conform to the University’s usual privacy and data protections.
An institutional website on artificial intelligence was launched in early 2024. This site provides a space for U of T community members and the public to find academic and research opportunities at the University, information on technologies currently in use, institutional guidelines and policies, and updates on new artificial intelligence activities across the University. Visit https://ai.utoronto.ca/.
AI Taskforce Report
U ofT’s institutional AI Task Force report was released in June 2025. The product of the Task Force includes the report, and the reports of the six Working Groups that each produced their own reports and contributed to the work of the Task Force. The product of the Task Force includes the report, and the reports of the six Working Groups that each produced their own reports and contributed to the work of the Task Force. The report identifies recommendations and strategies for the University. Information about the implementation of the recommendations as it unfolds will be posted on this same website.
Open Educational Resources
There is a proliferation of teaching and learning resources available for instructors related to Generative AI. To find out more, visit the following websites:
DLI: Open Educational Resources for AI literacy. These modules can be customized or used as-is. They are designed to be used in a Quercus course website, or downloaded for use in PowerPoint or Word documents.
CTSI: Teaching with Generative AI at U of T including the AI Virtual Tutor Initiative to support instructors in designing and implementing course-specific virtual tutors powered by Generative AI.
UTSC: Using GenAI: Faculty
UTM: Building AI Literacy
A&S: Assessment Design and Generative AI; Generative AI Policies and Resources
School of Graduate Studies: Guidance on the Appropriate Use of Generative Artificial Intelligence in Graduate Theses
Libraries: GenAI tools and Copyright Considerations; GenAI Digital Literacies Framework
Centre for Research & Innovation Support (CRIS): GenAI Considerations in Academic Research
Information Security: Use artificial intelligence intelligently
Sample Syllabus Statements
Revised June 2025: Given the state of AI technology, and specifically Large-Language Model, traditional assignments may no longer be effective for assessing student learning. If you have been teaching during the last two years, this may already be obvious. Also, increasingly, students in many fields are expected to have some understanding of how to work with AI as they move into the next stage of their career and education. For these reasons, we recommend rethinking assignments if they are no longer working for the classes you teach. The Teaching and Learning Centres can help you with this process, as can your colleagues who are experimenting with new ways to approach teaching and assessment.
The University also recommends that you include a statement on your syllabus that informs students about your expectations with respect to the use of AI. We have created sample statements for instructors to include in course syllabi and course assignments to help shape the message to students about what AI technology is, or is not, allowed. These statements may be used for both graduate and undergraduate level courses. Note; some units and divisions may have also developed guidelines for their instructors.
If you have included syllabus statements in previous offerings of the course, be aware that GenAI technology is advancing very rapidly, and the current state-of-the-art may be more sophisticated compared to when the course was last offered. Check that your syllabus statements still seem appropriate in light of current capabilities, as well as emerging norms or practices within your division or unit, and the needs of your students.
You may also want to include a statement to the effect that students may be asked to explain their work at a meeting with the instructor. While you can call a student in for such a discussion whether you include a statement to this effect on your syllabus, or not, reiterating this on the syllabus may help remind students that they are responsible for the work they submit for credit.
Microsoft Copilot, ChatGPT Edu and other AI tools
U of T faculty, librarians, staff have access to a protected version of Microsoft Copilot, ChatGPT Edu, and Scopus AI, with more coming in the future. The only systems of this type currently available to students are Scopus AI and Microsoft Copilot. Currently, Microsoft Copilot is free to use, and there is a subscription cost for ChatGPT Edu, which can be purchased through the Library Licensed Software Office. A list of tools and their current status can be found on the CTSI website.
These tools better protect the privacy and security of users, when users are signed into their U of T account. The prompts and other materials that a user provides are not used to train the Large-Language Model (LLM). Like other generative AI tools, these systems may provide information that is not correct (“hallucinations”), and it is up to each individual user to determine if the results are acceptable. For information and instructions on accessing enterprise editions, please read and adhere to the Microsoft Copilot guidelines for use and/or the ChatGPT Edu information.
If you are an instructor who is interested in using generative AI with students or to develop course materials, review the FAQ below for considerations.
Frequently Asked Questions
About Generative AI
Student Use of Generative AI
Instructor Use of Generative AI
Have feedback or want more information?
If you have any suggestions for teaching and learning resources that would be helpful to you as a course instructor, or if you have any other questions about generative AI at U of T that are not addressed through this FAQ, contact us now: