Generative artificial intelligence in higher education: Guidelines for overcoming teaching, ethical and legal dilemmas

Abstract

The research problem of this article is: how to deal with the didactic, ethical, and legal questions arising from the use of Generative Artificial Intelligence in higher education? Using the methodology of experience reports and integrated research, the aim is to demonstrate how artificial intelligence has been used in higher education, both
by teaching staff and students. Subsequently, the objective is to explain how teachers can intentionally design activities in which artificial intelligence is appropriately involved.
The conclusion is that it is essential for teachers and students who intend to use artificial intelligence tools in teaching and learning to have training and technological and informational mastery and that it is impossible to validate activities produced by artificial intelligence, based on student commands, on the grounds of plagiarism.