A 1-page guide, co-created by lecturers, tutors & students on DkIT's MA in Learning and Teaching, showing where GenAI can, and can't, support particular postgraduate research/skill development (*reflecting practice 2025-26). Includes student-informed prompts on responsible, sustainable use. An editable PowerPoint supports adaptation to own context.

This resource gives students a clear, visual starting point for thinking about where GenAI can support their learning and where it risks undermining the skills our particular programme team has decided to protect and/or develop. Because it was co-created with lecturers, tutors and students, it reflects real concerns and questions raised in modules. The guide also models a collaborative approach that other programmes can replicate, or adapt to their context and needs.

The editable PowerPoint included is designed to facilitate adaptation. Programme teams can revise the “GenAI for…” and “GenAI is not for…” columns to suit their discipline and assessment types. For example, a team might tailor them to lab reports, design portfolios or reflective journals. Links to DkIT policies can be replaced with local institutional guidance, and the disclosure prompt can be aligned with a programme’s own AI declaration requirements.

Educators may use it as a discussion stimulus in induction or early-semester sessions, inviting students to challenge and add to each column before agreeing a local version together. Academic developers could use it in staff workshops on assessment design, asking participants to map it against their own module learning outcomes. Instructional designers could embed an adapted version in VLE module pages alongside assessment briefs, so guidance is visible at the point of need.

Given how quickly GenAI is evolving, we recommend treating the guide as a living document and revisiting it each semester with both staff and students.