1. Clearly communicate the methods and restrictions of using generative AI tools.First, you should clarify the principles and rules for using generative AI tools in the course. In addition to verbal explanations and reminders, it is better to include these rules in the syllabus at the beginning of the course, to reach consensus with students and avoid disputes. You should also consider: Which class activities and assignments may or may not use generative AI tools? If the tools can be used, what are the appropriate methods and scope? If generative AI use is prohibited, how will it be detected? And how will the misuse be handled?
2. Enhance in-class practice and hands-on activities. 
   Depending on the nature of your course, provide students with learning activities that must be performed or completed in the classroom.
3. Adjust assessment methods.
   Broaden the scope of learning assessment. Instead of focusing on a single assessment or final result, emphasize learning progress and accumulated results that students demonstrate through the learning process . Another approach is to deepen the content of learning assessments. Integrating course-specific elements into assignments or exams, design assessments that better reflect students’ personal characteristics or real-life experiences and incorporate oral presentations so that students cannot rely solely on AI tools to complete the tasks.

1. Designing exam questions and checking answers:
   When you create exam questions, try answering them via generative AI. If AI can answer most questions correctly, the questions may need to be revised. Make adjustments by increasing the difficulty of the questions, adding course-specific elements, or designing prompts that reflect individual student perspectives.
2. Drafting lesson plans or assignment instructions:
   Try using generative AI to create a first drafts or to organize ideas, then refine them, to make your work more efficient. Also use ChatGpt to check whether your assignment instructions are complete and comprehensible, to identify areas needing clarification.
   
3. Creating teaching or learning materials:
   ChatGPT can be used to create worksheets, exercises, activity instructions, and self-learning resources for students.

Tools such as GPTZero, Turnitin AI Detection, Writer.com AI Detector, and Copyleaks claim to detect AI-generated content. However, these tools remain limited in their accuracy and should not be used as standalone evidence that a student used AI improperly. Detection becomes even more difficult when students rewrite, translate, or partially use AI-generated content. Unlike traditional plagiarism detection, AI output is generated instantly by models and lacks a fixed, traceable source. Thus, even if a detection tool indicates that text may be AI-generated, it cannot provide concrete, verifiable evidence(that is, unlike existing plagiarism detection tools that can clearly identify the journals or web pages containing similar content).Therefore, instructors should be cautious when using such tools and avoid accusing students solely based on detection results. Instead, instructors are encouraged to design personalized, process-oriented assessments and establish transparent communication with students to foster academic integrity and responsible AI use.

Generative AI has changed how we acquire and process information, but this does not diminish the importance of foundational knowledge. On the contrary, in an era where AI tools are widely accessible, having solid foundational knowledge is essential for evaluating information accuracy, asking meaningful questions, and applying knowledge innovatively. Only when students possess a certain level of knowledge and thinking ability can they truly realize the potential of human–AI collaboration. While generative AI can quickly produce content, It is ultimately humans who can propose innovative solutions to complex situations and engage in value judgments and ethical reasoning. Human capacities for creativity, critical thinking, professional judgment, and ethical reasoning remain irreplaceable by AI. Therefore, university curriculum design should begin by reflecting on the following questions: “What essential knowledge, skills, and thinking abilities should students acquire?” and “Why are these abilities crucial to students’ future development?” By using these questions as the basis for course design, instructors can guide students to bring out the unique value of human in the process of collaborating with AI and achieve synergistic learning outcomes.

With the advance of generative AI tools, effective use of AI becomes an essential part of university learning. However, as efficiency and productivity increase, students must also develop AI literacy to avoid misuse, misinformation, or breaches of academic integrity. The following five competencies are essential for every student:

1. Understanding AI fundamentals:

Know what AI is, how it works, and its applications, including the data sources and computation behind different types of AI tools. Possessing this knowledge helps one accurately grasp the potential and limitations of AI.

2. Critical thinking:

Evaluate the credibility, bias, and appropriateness of AI-generated content. When using AI tools, One should be able to question outputs and compare information sources, avoiding accepting AI output as the only correct answer. This capability is crucial for preventing misinformation and reinforcing triticale judgment.

3. Ethical awareness:

Understand responsible AI usage and uphold academic integrity. Pay attention to issues such as data sources, copyright, and ensure clear attribution when using AI-generated content.

4. Practical skill:

Use AI tools effectively to solve problems in learning, research, and communication. Select the right tool and crafting effective prompts to enhance learning efficiency and improve the quality of outcomes.

5. Reflective ability:

Be able to consider the impact of AI on society, work, and interpersonal relationships. Paying attention to how AI affects workplace roles, educational models, and human interactions. Reflect on one’s own position and responsibilities in a rapidly changing technological landscape.

In the learning process, a lack of understanding of AI operations or apply AI incorrectly, may lead to inadvertently misuse of AI tools. This can result in risks such as plagiarism, data leakage, or incorrect citations. Such misuses can affect learning outcomes and even result in academic or legal consequences. Therefore, before using AI, one should always reflect on their approach and ensure that it aligns with ethical, correct, and safe practices.

When using ChatGPT or similar tools to facilitate writing assignments or reports, you must clearly indicate that content generated by AI is used, so that the reader understands what resources you have used to support your argument. If the AI-generated content includes material originating from another author, use an appropriate citation format required by the course, such as APA, MLA, Chicago Manual of Style, etc. to indicate the source of the content. When you use AI-generated content, it is necessary to conduct information verification; ensure that academic ethics and academic integrity requirements are followed, and that you don’t engage in plagiarism or copyright violations.

APA, MLA, and Chicago Manual of Style have published guidelines and examples on citing AI-generated content. Please refer to NTU Library  webpage:

http://tul.blog.ntu.edu.tw/archives/32789

This page compiles information from official academic citation style websites, guidance from foreign university libraries, and publisher webpages.

Since the sources of AI-generated content cannot be retrieved,, accessed, or provided with direct links, it is often treated as “personal communication” or “correspondence” and make use of the appropriate citation format. Fro details and citation methods, please refer to APA, MLA, Chicago Manual of Style, and other citation format. You can also refer to Scribbr for citation suggestions and examples:

ChatGPT Citations | Formats & Examples

1. Ask questions: Ask GhatGPT questions to further clarify concepts that you are unclear within a course.

2. Receive feedback: Use ChatGPT to analyze assignments and provide suggestions for improvement.

3. Providing examples: Use AI-generated samples to compare with your own work and identify strengths and weaknesses.

4. Editing written content: Use ChatGpt to assist with grammar correction or content refinement.

5. Practicing languages: Use the conversation functions to practice foreign languages.

6. Practice critical thinking: Since AI-generated content may contain bias or errors, It is necessary to learn to examine, evaluate, and analyze information.. With content that lacks supporting evidence or seems incorrect, seek other authoritative sources to ensure that the information is accurate, reliable, and meets academic and research requirements. NTU Library has highlighted recent cases of fabricated references generated by AI, reminding students to fact-check citations carefully. NTU Library HELP channel “AI Literacy film”

7. Clarifying ideas and identifying goals: When you use ChatGPT, your questions must be as clear and specific as possible to receive high-quality responses. The question-and-answer process with GhatGPT can help you clarify your ideas and better identify your learning goals.