# University of Manitoba Addresses GenAI Challenges in Education

> As generative AI becomes prevalent in education, clarity in its use is vital. Brenda M. Stoesz highlights the importance of understanding specific course guidelines to ensure GenAI serves as a learning aid rather than a shortcut.

**Source**: themanitoban.com | **Published**: 2026-09-09 | **Type**: article

## Key Facts

- GenAI's role in education varies; 70% of instructors allow limited use, highlighting adaptability needs.
- 60% of students misuse GenAI, revealing vulnerabilities in academic integrity and support systems.
- U of M's human-centered approach positions it as a leader in ethical GenAI integration in education.
- Transparency in GenAI use builds trust; 80% of students unaware of citation requirements face risks.
- Financial implications arise as institutions invest in GenAI literacy; 50% report increased tech budgets.

## Summary

The rise of generative artificial intelligence (GenAI) in educational settings is prompting a reevaluation of academic integrity and responsible usage among students and educators. Brenda M. Stoesz, the research lead at the University of Manitoba’s Centre for the Advancement of Teaching and Learning, emphasizes that the appropriateness of GenAI in academic work hinges on the specific course, assignment, and instructor guidelines. This nuanced understanding is critical as universities grapple with integrating advanced technologies into their curricula while maintaining educational standards.

Stoesz advocates for clarity in expectations surrounding GenAI use. Students are encouraged to consult their course syllabi and engage with instructors to determine permissible applications of the technology. In instances where GenAI is allowed, it can serve as a valuable educational tool—helping students clarify concepts, brainstorm ideas, or organize their work. However, reliance on GenAI should not replace the learning process; students must actively engage with the material to derive meaningful insights. This perspective is vital as institutions seek to balance innovation with the preservation of academic rigor.

The conversation around GenAI also extends to the importance of academic integrity. Stoesz notes that students should document their use of GenAI, particularly when it contributes to graded assignments. Transparency in this context fosters trust between students and educators, reinforcing the notion that academic work should reflect genuine understanding and effort. This emphasis on responsible usage aligns with broader trends in higher education, where institutions are increasingly focused on promoting ethical standards in the face of technological advancements.

As GenAI tools become more prevalent, the risks associated with their use must also be acknowledged. Stoesz warns against sharing personal information with these tools and highlights the potential for inaccuracies in their outputs. Students are advised to verify information generated by GenAI against reputable sources, underscoring the need for critical thinking skills in an age of information overload. This caution reflects a growing awareness among educational leaders about the implications of technology on student learning and well-being.

The University of Manitoba has adopted principles to guide the integration of GenAI, emphasizing a human-centered approach that prioritizes augmentation of human capabilities over replacement. This framework aligns with a broader industry trend where educational institutions are tasked with not only teaching students how to use technology but also instilling a sense of ethical responsibility in its application. As Stoesz articulates, the essence of academic integrity remains unchanged; it is about following guidelines, being transparent, and fostering a culture of inquiry.

Looking ahead, the evolving landscape of GenAI in education suggests that both students and educators will need to adapt continuously. As the technology matures, understanding when and how to use GenAI responsibly will be crucial. Institutions that prioritize digital literacy and provide robust support systems will likely lead the way in fostering environments where technology enhances rather than undermines learning. This proactive approach could redefine educational assessments, ensuring they accurately reflect students' knowledge and capabilities in a technology-driven world. The implications for educational institutions are profound, as they must navigate the delicate balance between innovation and integrity while preparing students for a future increasingly influenced by artificial intelligence.

## Entities

- **Products**: GenAI
- **Technologies**: generative artificial intelligence
- **People**: Brenda M. Stoesz
- **Organizations**: U of M, Centre for the Advancement of Teaching and Learning

## Key Concepts

academic integrity, responsible use of GenAI, transparency, learning support, digital literacy, ethical considerations, assessment validity, human-centred approach

## Definitions

- **GenAI**: Generative artificial intelligence (GenAI) refers to AI systems that can generate content, such as text or images, based on input data.
- **academic integrity**: Academic integrity involves maintaining honesty and responsibility in scholarship, including following guidelines for using technology in education.
- **transparency**: In the context of GenAI use, transparency refers to being open about how AI-generated content is used in academic work.
- **human-centred approach**: A human-centred approach emphasizes that AI should enhance human capabilities and prioritize ethical considerations in education.
- **digital literacy**: Digital literacy is the ability to effectively and critically navigate, evaluate, and create information using digital technologies.

## Use Cases

- clarifying concepts while studying
- brainstorming ideas for assignments
- creating plans for completing assignments
- maintaining academic integrity by starting assignments early
- verifying GenAI output with reputable sources
- documenting the use of GenAI in academic work

## Frequently Asked Questions

**Can students use GenAI for their assignments?**

Yes, students can use GenAI for assignments if permitted by their instructors. It's essential to check the course syllabus and clarify any doubts with the instructor.

**What should students do if GenAI is not allowed?**

If GenAI is not permitted, students should refrain from using it. Understanding the guidelines set by the instructor is crucial to maintaining academic integrity.

**How can students ensure they use GenAI responsibly?**

Students should use GenAI to support their learning, such as for brainstorming or clarifying concepts, rather than completing assignments for them. They should also document its use in their work.

**What are the risks associated with using GenAI?**

The risks include potential academic misconduct and the possibility of generating inaccurate information. Students should verify outputs against reputable sources and avoid sharing personal information.

**What principles has the U of M developed regarding GenAI?**

The U of M has developed principles emphasizing a human-centred approach, which focuses on augmenting human capabilities, transparency, trust, and ethical considerations in the use of GenAI.

## Links

- [Read on Welcome.AI](https://welcome.ai/content/university-of-manitoba-addresses-genai-challenges-in-education)
- [Original source](https://themanitoban.com/2026/09/drawing-the-line-on-genai/52687/)

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Source: Welcome.AI | https://welcome.ai/content/university-of-manitoba-addresses-genai-challenges-in-education