Building your AI literacy

It’s difficult to define AI literacy exhaustively, because the specific skills that determine responsible use can depend, amongst other things, on the discipline you work in. In addition to this, AI in Education is an emerging field with new developments appearing every week, and exactly which skills are necessary to effectively use GenAI in your context adjusts and shifts with the research.

However, two relevant frameworks for building your own AI literacy are seen below, one from UNESCO and one from Npuls.

Using any tool in education requires a thoughtful approach, and GenAI is no exception. Depending on how it is used, it can either disrupt learning or meaningfully enhance it. It is therefore essential to consider not only its benefits but also how to use it responsibly, ethically, and sustainably.

A good first step is to understand your own level of AI literacy. You can explore the AI Literacy for Teachers e-learning module, which introduces the fundamentals of Generative AI in a higher education context. To use GenAI effectively in your teaching, it helps to have a basic understanding of how these tools work and what they can do. The article What is GenAI? and this FNWI’s article on genAI roles in your course offer a concise introduction and practical examples to help inform your choices about its use.

As you build your understanding, make sure you are familiar with the ways students engage with these tools, as well as UvA and your faculty’s policies on GenAI use. Together, these elements will help you make well-grounded decisions about how to move forward.

Students often use GenAI in ways that are not visible to lecturer, making it important to understand common patterns of student use as part of your own AI literacy. Students may turn to GenAI when they are unsure how to start an assignment, want quick feedback, feel time pressure, or lack confidence in their understanding. Their level of skill and critical awareness varies widely, and some students may overtrust AI outputs or overlook their limitations.

Some ways in which students use AI support learning when used intentionally, while others can unintentionally bypass essential learning steps and make it harder to assess students’ understanding. There are also equity considerations, as not all students have access to the same tools or features. Because AI detection tools are unreliable, addressing these challenges requires thoughtful course and assessment design rather than policing. Making thinking visible through in-class activities, process-based tasks, and clear guidance on responsible use helps students develop the skills they are expected to learn. Understanding how students typically use GenAI allows teachers to set clearer expectations and design learning activities that reduce unproductive reliance on AI.

The goal of GenAI in education is to support human critical thinking and creativity, not to replace it. When used responsibly, GenAI can enhance learning and strengthen the relationship between teachers and students. Below are some of the key restrictions and extended guidelines that should be adhered to for safe and responsible integration of GenAI into education.