As Head of Educational Enhancement at the University of Sussex, I’ve been involved in many of the conversations that have shaped our response to generative AI. Working with colleagues across the University, students and sector networks, I’ve seen first-hand both the opportunities and challenges that AI presents for learning, teaching and assessment. At the start of a new academic year, it feels like a good moment to reflect on how far we’ve come, what we’ve learned and where we’re heading next.
At the University of Sussex, our goal is simple: we want every graduate to be AI-literate, critically informed and equipped to shape how AI is used in their future professions and communities. Our ambition is not simply to teach students how to use AI tools, but to develop graduates with the confidence, judgement and agency to make thoughtful decisions about when, why and how artificial intelligence should be used.
As generative AI rapidly emerged across higher education, Sussex deliberately chose not to respond through restriction alone. Instead, we focused on preparing students for a future in which AI will be an everyday part of study, work and society. Our institution-wide approach centres on developing the knowledge, judgement and critical awareness that students need to engage with AI responsibly, while supporting staff to redesign learning, teaching and assessment for a changing world.
This work is underpinned by Sussex’s seven Principles for Artificial Intelligence in Education, which place ethical, inclusive and responsible use of AI at the heart of educational decision-making. The principles commit us to developing critical AI literacies, protecting academic integrity, promoting accessibility and inclusion, and ensuring transparent governance and decision-making.
Building a shared institutional vision
A significant strength of Sussex’s approach has been the creation of a shared institutional conversation about AI. Early discussions, as across much of the sector, often focused on misconduct, detection and risk. Increasingly, however, those conversations have shifted towards assessment design, student learning, employability and the skills graduates will need in an AI-enabled future.
This shift has required sustained leadership, collaboration and engagement across faculties, professional services and the Students’ Union. It has also involved many challenging conversations. The pace of change has created uncertainty as colleagues have grappled with questions of assessment, academic integrity, digital capability and AI’s role in higher education. The development of Sussex’s AI Principles was informed through consultation with staff and students across the University, and I am grateful for the constructive and thoughtful way colleagues have engaged with these discussions. While perspectives have differed, there has been a shared commitment to supporting students and maintaining the quality of their learning experience.
By creating opportunities for discussion, experimentation and challenge, Sussex has moved beyond reactive responses towards a more mature understanding of AI’s place within higher education.
A defining feature has been the active involvement of students in shaping our response to AI. Rather than developing principles, guidance and institutional approaches in isolation, we worked with the Students’ Union and student representatives to understand the opportunities, concerns and uncertainties that students were experiencing. Some students were enthusiastic users of AI tools, while others were uncertain about expectations or concerned about allegations of misuse.
As Lewis Wilson, former Education and Employability Officer at the University of Sussex Students’ Union, reflected:
“The University really listened to us, moving away from a blanket ban, which ignores the reality of where AI is right now, toward a strategy of teaching proper, responsible use. It felt like a process where student concerns and needs helped shape the final policy and that it’ll continue to be a collaborative venture.”
This partnership helped shape both our AI Principles and the practical guidance that followed. The result was an approach focused on developing responsible AI literacy rather than simply restricting access, ensuring that student perspectives influenced the development of our principles, guidance and evolving institutional responses from the outset.
Turning principles into practice
Our AI in Education Hub provides an evolving collection of resources covering teaching, learning, assessment and academic integrity. Built around the University’s AI Principles, the hub brings together practical guidance, self-paced learning materials, support for curriculum and assessment design, information about AI tools and opportunities for professional development.
As Dan Axson, Learning Technologies Manager, explains:
“Developing AI literacy requires more than publishing guidance. We’ve focused on embedding clear signposting and consistent expectations within module design, helping students understand when and how AI can be used appropriately. By combining digital skills development, practical guidance and transparent communication, we’re helping staff create learning environments that prepare students for an AI-enabled future.”
This philosophy is reflected throughout our guidance. Staff are supported not only to understand AI, but to make informed pedagogic decisions about its use. Dedicated resources are available on assessment in an AI-enabled world, engaging students in conversations about AI, and maintaining academic integrity through clear communication and effective assessment design.
Academic teams are also encouraged to review assessments and consider how students can best demonstrate learning in a world where AI tools are widely available. Rather than focusing solely on detection, Sussex has increasingly focused on assessment literacy, authentic assessment and helping students understand AI’s role in different disciplinary and professional contexts..
One particularly important intervention has been our support for clear communication with students. Through Canvas module templates and accompanying guidance, academic staff are encouraged to make expectations around AI use explicit within modules and assessments. Students can understand where AI use is encouraged, permitted, restricted or prohibited, reducing ambiguity and supporting responsible engagement. This reflects our belief that academic integrity is strengthened through clarity, transparency and shared understanding rather than uncertainty or assumptions.
We do not view this work as complete. As technologies and professional expectations change, our approach will need to adapt alongside them. Developing AI literacy is not a one-off initiative but an ongoing process of learning, reflection and adaptation for both staff and students.
Building capability through community
Alongside formal guidance and institutional policy, Sussex has invested heavily in creating communities where colleagues can learn from one another.
Our Teaching with AI Community of Practice has become one of the most vibrant examples of this work. Bringing together colleagues from academic and professional services teams, the community provides opportunities to explore emerging technologies, share practice, discuss research and debate AI’s role in education. Recent events have included hands-on exploration of AI tools, discussions of assessment and academic integrity, and collaborative reflection on what successful AI adoption might look like at Sussex.
Importantly, the community welcomes a diversity of perspectives. Enthusiasts, sceptics and those still developing confidence all contribute to a shared discussion about the future of teaching and learning. This has helped create a culture in which critical engagement is valued as highly as innovation. Participants have repeatedly highlighted the importance of developing AI literacy and wider digital capability, echoing one of the core commitments within Sussex’s AI Principles.
Looking ahead
Artificial intelligence will continue to evolve, and universities will need to evolve with it. Our next phase of work focuses on building greater consistency and shared understanding across the institution. Colleagues from professional services teams, including Educational Enhancement, Library Services, Skills Hub and IT Services, are working alongside academic leaders, staff and students to develop a shared Sussex definition of critical AI literacy. This will help align guidance, curriculum design, staff development and student support around a shared understanding of the capabilities and critical perspectives graduates need.
We are also working to provide greater clarity and consistency around how AI use is acknowledged within academic work. By establishing shared expectations and language, we aim to strengthen transparency, support academic integrity and help students make informed decisions about AI use.
Our focus is therefore on developing graduates who can combine AI capability with critical thinking, ethical judgement and human creativity. Through shared principles, partnership with students, ongoing dialogue and practical support for staff and learners, Sussex is working to ensure that every graduate develops the confidence to engage critically and responsibly with AI. The technologies will continue to change. Our aim is to ensure our graduates are equipped to help shape that change rather than simply respond to it.