The associate dean for academic affairs, Dr. Nora Szasz, explains that the approach aims to address a phenomenon that has grown rapidly and is now an integral part of the educational environment: “We saw that the use of generative AI tools was growing very rapidly among students, often without a clear framework.”
The guidelines were issued in February 2023, amid the rapid adoption of tools such as ChatGPT. In response, the faculty chose to take proactive measures rather than react.
“The main priority was to provide guidance before the situation led to confusion or purely reactive responses,” Szasz notes.
The goal was to avoid extremes: neither indiscriminate use nor a ban as the sole solution.
Academic Integrity in Focus
One of the main challenges was how to maintain academic integrity in a scenario where AI can generate complete solutions.
We were concerned about how to distinguish between genuine learning and rote memorization, and how to prevent students from ceasing to actively engage in the process.
Added to this is a more profound educational risk: the possibility of creating a false sense of understanding. “AI can give the impression of mastery without a real understanding of the content,” he warns.
Why not ban it?
From the outset, the faculty ruled out a restrictive approach. Artificial intelligence is not a tool separate from the educational process, but rather part of the context in which future professionals will develop.
AI is not something that can be controlled or eliminated. Banning it is not only ineffective, but it also runs counter to the educational objective.
Instead, an approach based on criteria, accountability, and mindful use was promoted.
From the Regulatory to the Pedagogical
Over time, the focus shifted away from simply defining rules. Experience showed that the real challenge is pedagogical. “The main lesson we learned was that it’s not enough to say what is and isn’t allowed; rather, we need to rethink how assessments are designed and what kind of learning we want to promote,” says Szasz.
The updated guidelines place greater emphasis on assessment design, career progression, and the development of critical thinking.
Changes in the Classroom
Today, the use of AI is more widespread, but also more thoughtful. It is no longer limited to performing tasks, but is integrated as part of the learning process.
Students use these tools not only to solve problems, but also to explore, reformulate, or verify ideas.
At the same time, teachers began incorporating them into their courses, both as teaching aids and as subjects of analysis.
Evaluate the process
The rise of AI is also transforming the way we assess. The focus is shifting from the final result to the process.
There is less emphasis on the outcome and more on the decisions, the reasoning, and the ability to explain what is being done.
This translates into assessments in which students must justify, analyze, or defend their solutions—situations where learning cannot be delegated.
New skills
In this context, key skills are also changing. It is no longer enough to simply provide answers; it is necessary to understand, evaluate, and make decisions.
Critical thinking, the ability to interpret results, and the ability to ask good questions become particularly important.
Responsible use
The responsible use of AI is a central focus of the guidelines. It is not just about which tools to use, but how and based on what criteria. “It is not about presenting something you do not understand as your own, but about being able to explain and justify what you produce, using the tool as a support rather than a substitute for reasoning,” says Szasz. It also involves transparency and an awareness of the limitations of these technologies.
Training for the Future
The impact on engineering education is direct. These tools are already part of the professional world, so education must go beyond the technical aspects.
The challenge is to train professionals who can use these tools, understand their limitations, make informed decisions, and take responsibility for the results.