Generative AI (GenAI) in Teaching, Learning and Assessment

AI should support learning, not replace it.

Artificial intelligence is becoming embedded in how our students learn, work and live. The University of Reading's approach to AI in teaching, learning and assessment is proactive, educational, people-centred and evidence-informed: preparing students for an AI-enabled world while keeping people, learning and human capability at the heart of education.

This page brings together staff-facing guidance, policy and development resources relating to the use of generative AI (GenAI) in teaching, learning and assessment.

This page is regularly updated. Please revisit this page when seeking advice and avoid making local copies that may become out of date.

Our position

The University's current position is set out in Preparing Students for an AI-Enabled World: University Policy Statement on Artificial Intelligence in Teaching, Learning and Assessment, approved by the University Board for Teaching, Learning and Student Experience (UBTLSE) in August 2026.

The statement is guided by the principle People first. AI second. AI may support learning, creativity and achievement, but it should not replace disciplinary knowledge, critical thinking, human judgement, originality, communication or collaboration.

The University's approach is neither to promote AI uncritically nor to discourage its use. Instead, we support informed, evidence-based and proportionate engagement that reflects disciplinary contexts, professional expectations and the diverse needs and perspectives of students and staff.

Guidance and resources

GenAI guidance for staff

GenAI Guidance for Staff supports colleagues in understanding GenAI tools, using them safely and responsibly, and designing teaching and assessment in ways that protect learning, academic standards and student trust.

AI in assessment and feedback

The AI in Assessment and Feedback page brings together guidance on assessment design, student use of AI in assessment, declarations and acknowledgement, academic integrity, and the University's interim approach to GenAI-assisted marking and feedback.

Data protection, security and approved tools

Staff must follow University guidance on data protection, information security and approved tools when using AI. Personal data, student work, confidential material, unpublished assessment content and sensitive University information must not be entered into unsupported or unapproved AI tools unless University guidance explicitly permits this.

Please refer to Information Management and Policy Services guidance on Data Protection and AI.

Student-facing guidance

Student-facing guidance is available through Essentials and Study Advice. These pages explain how students may use GenAI tools in learning and assessment, how to acknowledge use, and where to seek advice if assessment instructions are unclear.

• Using Gen AI in your assessments
• Using Generative AI tools at University
• Generative Artificial Intelligence and University Study LibGuide

Governance

The University's earlier GenAI Working Group has now been replaced by the Generative Artificial Intelligence Steering Group, established as a sub-group of UBTLSE.

The Steering Group provides advice and strategic direction on the effective, ethical and pedagogically sound use of GenAI in teaching, learning and assessment. Its remit includes:

• overseeing University position statements and guidance on GenAI in teaching, learning and assessment;
• supporting clear guidance for staff and students;
• promoting AI literacy and graduate outcomes;
• enhancing staff capability and confidence;
• communicating and sharing innovation and good practice;
• considering ethical and environmental dimensions of GenAI use.

The Steering Group reports to UBTLSE and includes representation from Education and Student Experience leadership, CQSD, Schools, Digital Technology Services, Internal Communications and Reading Students' Union.

GenAI Community of Practice

The GenAI Community of Practice is a multidisciplinary forum for colleagues interested in the use and implications of GenAI across teaching, learning and assessment.

The Community of Practice provides space to:

• share practice and emerging examples;
• discuss opportunities, risks and challenges;
• explore disciplinary approaches to GenAI;
• contribute practitioner insight to the University's developing guidance and resources.

The Community of Practice complements the formal governance role of the GenAI Steering Group. Its discussions and insights help surface emerging practice and inform the ongoing development of support for staff and students.

The GenAI Community of Practice is chaired by Professor David Marshall; Dr Sian Lindsay is Secretary. The Community of Practice aims to meet 3-4 times per year. If you are using, researching or critically exploring GenAI in your teaching and learning practice and would like to join the Community of Practice, please contact Professor David Marshall or Dr Sian Lindsay.

Training and development

The University is developing further opportunities to support staff and student AI literacy. These will include practical training, guidance and opportunities to discuss how AI affects teaching, learning, assessment, feedback and professional roles.

Further training and resources will be added to these pages as they become available.