Responsible Use of AI: A Guide
AI & Integrity
In navigating the integration of A.I. within the IB framework, our focus remains on fostering authentic student learning while upholding academic integrity. By introducing low-stakes practice and facilitating open dialogue around ethical AI use, we empower students to engage with technology thoughtfully and transparently.
“Integrity” Photo by Brett Jordan on Unsplash
I have been reflecting recently on the feedback instruction stated on page 57 of the Music Guide (see below) and its relationship to the growing use of artificial intelligence.
"Teachers should read and give advice to students on one draft only of the final work for submission."
This rule is a cornerstone of the IB’s commitment to authenticity, yet in the current educational landscape, it presents new considerations. When students have limited access to formal feedback on their final submissions, some may feel drawn to use AI tools to seek additional guidance, which could conflict with IB policy if not properly understood. It is therefore timely to consider how we can thoughtfully support our students' learning while faithfully upholding the principles of the programme.
“The Thinker” Photo by Vinicius "amnx" Amano on Unsplash
To maintain the integrity of the course while nurturing student growth, we may wish to reflect on our teaching practices. One constructive approach is to provide students with ample opportunity during the early stages of the course to engage in practical exercises that are not used for formal assessment. This allows learners to explore expectations, develop skills, and gain clarity in a low-pressure environment. By the time a student submits a draft for formal feedback, the teacher’s guidance can then focus on reinforcing and refining concepts that have already been introduced, creating a more meaningful and supportive learning dialogue.
“Feedback” Photo by Marielle Ursua on Unsplash
Integral to this initial phase is open conversation about the ethical use of AI. One activity that would be helpful in these discussions is utilising the IB's "Evaluating 13 scenarios of Artificial Intelligence (AI) in Student Coursework" document (available on MyIB). Presenting students with scenarios, such as using AI for grammar checks, generating structures, or developing research questions, and inviting them to reflect on what is acceptable, not acceptable, or context-dependent, encourages critical thinking and shared understanding.
Student Activity
Provide students with the following 13 scenarios and have them come to class prepared to argue whether the use of AI in each of these circumstances is Acceptable, Not Acceptable, or Depends on Context. For the “Depends on Context” category ensure that they have a supporting argument to represent their decision-making.
Your role is to guide the discussion and ensure that areas that require additional information are appropriately supplied.
You may wish to avail yourself to these further documents for greater clarity (all available on MyIB):
- Can I use AI for this?
- The IB and Artificial Intelligence (AI) Tools
- Academic Integrity Policy
Here are some potential “solutions” that you may wish to share with your students, as well as some other considerations for further discussion:
Scenario | Classification | Potential Areas for Further Discussion | |
| 1 | Using AI to suggest improvements for grammar and sentence construction. | Depends on Context (Generally Acceptable) | Wholesale rewrites that improve the "coherence of the argument" cross into unacceptable territory. |
| 2 | Asking AI to "reflect" on a topic, process, or question and using that text unchanged in an assessment. | Not Acceptable | Reflection requires the student to evaluate their own personal journey. Submitting AI-generated reflection constitutes fabrication. |
| 3 | Using AI to generate a template for the structure of an essay. | Depends on Context (Generally Acceptable) | Not considered misconduct if acknowledged. Similar to using a textbook or exemplar to understand how to frame a response. |
| 4 | Instructing AI to develop a research question grounded in an IB subject. | Not Acceptable | IB is explicit in this regard. |
| 5 | Using AI to find quotes on an essay topic and simply copying them without further investigation. | Not Acceptable | Replaces the thinking process. Students must actively read and engage with the original sources, not just acknowledge they were found via AI. |
| 6 | Writing an essay, then copying it into AI and asking the tool to rewrite it for you. | Generally Not Acceptable (Nuanced) | The purpose of the essay is the research and thinking behind it. Teachers should mark the original; rewriting obscures the student's actual learning process. |
| 7 | Using AI for a summary of key points for an essay and suggested references to cite. | Acceptable | Fundamentally acceptable, provided the student expresses the ideas in their own words and properly cites the AI interaction. |
| 8 | Using AI to "mark" work and provide feedback for improvement on a formal assessment. | Not Acceptable (For Assessment) | This violates the "one set of written feedback" rule, which should come from the teacher. |
| 9 | Using AI to generate a paragraph (such as an introduction) to use as a model for your own content. | Depends on Context (Generally Acceptable) | Using AI for reference is acceptable (like looking at sample essays), but the final text must reflect the student's own thinking and analysis. |
| 10 | Writing an essay in one language and using AI to translate it into another for submission. | Not Acceptable (For Assessment) | The IB certifies that the student studied in a specific language. AI translation misrepresents the student's ability to work in that language. |
| 11 | Using AI for a summary of counter-positions or alternative viewpoints to explore further. | Acceptable | Crucial for broadening understanding; students should use these ideas to devise a research approach rather than presenting them verbatim. |
| 12 | Using AI to write an example essay as a model answer (translating it into your own words). | Depends on Context (Generally Not Acceptable) | This is equivalent to using a borrowed essay from a friend. It misses the learning opportunity and can be treated as plagiarism if the student doesn't show clear understanding. |
| 13 | Trying to hide or disguise the use of AI from your teacher. | Not Acceptable | Ethical use requires transparency. Hiding the tool is a breach of integrity even if the actual use of the tool was otherwise correct. |
Central to these conversations is the importance of transparency and the development of a personal voice. Students should be encouraged to view AI as a resource for inquiry and exploration, while understanding that any influence on their work must be properly acknowledged, in keeping with academic honesty. Equally important is the recognition that over-reliance on AI may inadvertently distance students from their own unique perspective and creativity. In music high achievement is linked to a "distinctive, personal voice." (see Level 4 Achievement on p.72 of the Guide). Our role, as educators, is to guide students in using digital tools to enhance their learning while ensuring the heart of their work remains authentically their own.
“Transparency” Photo by James Haworth on Unsplash
The integration of AI into education invites us to reflect on how best to support our students in a changing world. By fostering early skill development, creating space for ethical dialogue, and emphasising transparency and authentic expression, we can help learners navigate this landscape with confidence and integrity. In doing so, we honour both the spirit of the IB's standards and our commitment to student growth, ensuring that AI serves as a supportive tool for inquiry and skill development, without compromising the distinctive voice and personal engagement that lie at the heart of meaningful education.
“A.I.” Photo by Igor Omilaev on Unsplash