The Evolution and Challenges of Artificial Intelligence (“AI”) Policy in Higher Education

Dr. Gene Cautillo

Dr. Cautillo is a professor at New Jersey City University and is currently researching university policies across the U.S. to identify trends, as well as opportunities for improving policy implementation. Dr. Cautillo will also co-teach Kent Place School’s summer course Bloomberg & Beyond: Ethics in Our Economy with Karen Rezach and Alicia Rodriguez.

The creation of laws and regulations often follows developments within a society’s culture. In other words, when new trends emerge — such as the rise of social media — governments and institutions respond by establishing guidance to determine how, or if, these trends should be integrated into daily life. The intention behind these laws is to foster a controlled and supportive environment. However, it is important to recognize that the process of developing and implementing such regulations can be slow to catch up with the pace of societal change. AI is a prime example of a rapidly evolving area in which rules and guidance are becoming increasingly necessary, and much of this regulatory activity is now beginning to take shape on college campuses.

At first glance, it might seem straightforward to establish universal guidelines for AI use across all college campuses. However, developing these policies involves considering a wide range of factors to ensure that there is some consistency among universities. The variety of courses offered — from biology to business — means the needs for AI use can vary widely. These complexities present significant challenges and raise an important question: Where do universities currently stand in developing AI-usage policies?

As previously noted, laws and regulations tend to trail behind the evolving needs of society, and this is equally true for higher education. Although there are some similarities in how colleges and universities are approaching AI, there is a significant amount of variation in their policies. Some institutions prohibit AI use in coursework entirely; others allow it for specific purposes, such as planning, editing, and idea generation; a few permit unrestricted use of AI tools; others have yet to implement any formal guidance at all. Ultimately, the approach a university takes often depends on its unique characteristics and the stage it is at in evaluating its needs while developing their policies. 

Despite these differences, there are several common trends among higher education institutions regarding AI. Many universities have established broad policies but leave room for faculty to set their own classroom-specific guidelines. For example, whereas AI might not be permitted in a business writing class, it could be acceptable for a student to use to research philosophical theories. Most universities also emphasize the connections among AI use, ethics, plagiarism, and privacy concerns. At some of the more prestigious schools, certain AI tools are recommended and supported, and resources are provided to assist students as they navigate their use.

In summary, the state of AI policy and its use in higher education is dynamic and continually evolving. Some universities have fully embraced various AI technologies; others remain in the exploratory phase. Even among those with established policies, challenges persist in implementing them consistently across the institution. Additional obstacles include measuring how effective these policies are and ensuring that they remain current to address the shifting needs of both the university and society at large. Ultimately, college students should expect ongoing change when it comes to AI — and this evolution will continue to be the norm.