As Artificial Intelligence (AI) continues to transform classrooms and academic work globally, Prof. Orach-Meza of Nkumba University has called on educational institutions to urgently develop clear policies to guide its responsible use.
In a statement on the growing influence of AI in academia, Prof. Orach-Meza said institutions cannot afford to ignore the technology’s impact on learning, assessment, and academic integrity. “Educational institutions need to develop policies on the use of AI,” he said, adding that such policies should ensure that AI supports rather than undermines learning.
He suggested that comparing the performance of students on subject matters with and without access to AI could be one way to determine the extent of a student’s knowledge. “Designing examination questions as open-book examinations might be another approach,” he said. “Ensuring that teachers are always at par or ahead of AI to avoid being contradicted by students could also be an important aspect of the policy.”
According to Prof. Orach-Meza, developing these policies requires a nuanced understanding of what AI itself says about academic use. “This is what AI says on policies regarding its use,” he noted, before highlighting global trends in how academic institutions are handling the technology.
Across the world, universities and colleges are creating AI policies that range from outright bans to frameworks that encourage responsible and ethical use. The main focus, he explained, is on proper attribution, maintaining academic integrity, and preserving core skills such as critical thinking and problem-solving. “The goal is to balance leveraging AI for educational benefits with maintaining academic integrity and ensuring students develop their fundamental skills,” he said.
Among the critical areas Prof. Orach-Meza outlined academic integrity and attribution, defining appropriate use, skill development, AI literacy, and ethical considerations.
On academic integrity, he said policies must make it clear that using AI to cheat constitutes academic dishonesty. Where AI is allowed, there should be explicit guidelines on how to cite or acknowledge its use.
Regarding appropriate use, he noted that institutions are setting varying rules depending on the subject and learning objectives. “AI can be restricted for basic tasks like solving simple math problems, but encouraged for advanced data analysis, coding, or creative brainstorming,” he explained.
He further emphasized that AI should not be used in ways that hinder the development of essential skills such as writing and problem-solving.
Another growing area is AI literacy, where institutions are now introducing programs to help students understand how AI works, evaluate its outputs critically, and apply it responsibly.
Ethical considerations, such as data privacy and the potential for bias in AI-generated content, are also central to emerging policies.
On how these policies are being implemented, Prof. Orach-Meza said universities are adopting a mix of institutional and course-level strategies.
At the institutional level, many universities have established overarching frameworks defining the scope of AI use and setting ethical guidelines. Some have even created monitoring committees to oversee compliance.
At the course level, instructors are introducing more specific rules for individual assignments, some requiring students to provide chat histories or document their use of AI tools.
A hybrid “two-lane” approach is also gaining traction, with one lane focusing on preserving traditional learning objectives and another promoting exploration and formative use of AI.
Citing international examples, Prof. Orach-Meza pointed to the University Grants Commission (UGC) in India, which explicitly allows AI tools for data analysis and coding but requires proper citation. “Some universities are even experimenting with policies such as the ‘30 percent AI rule,’ which suggests that no more than 30 percent of a project should come directly from AI tools,” he added.
Prof. Orach-Meza says, as AI becomes increasingly embedded in education, proactive policy development is the only way institutions can ensure that it enhances learning without eroding academic values. “AI is here to stay,” he said. “But how we choose to integrate it will determine whether it becomes a tool for learning—or a shortcut that weakens it.”
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