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Responsible and ethical use of AI

There are lots of applications and tools that use artificial intelligence (AI) to give advice or create content that could be useful in your studies. It's important for you to understand how to use these responsibly and ethically in line with Monash policies, as well as when it is not appropriate to use AI. It’s also important to understand the risks and limitations of these technologies.

How can AI be used responsibly and ethically in my studies?

As with any tool, there are numerous applications, and it is the context and how the tool is used that determines its appropriateness. The same applies to using AI. There are a range of AI systems embedded in our lives from search engines to navigation to generative AI (Gen AI) systems that create content. Some AI is appropriate and can support your studies and some not. There are some things that educators will allow for an assessment and some that are explicitly excluded.

Watch the video below for an overview of using AI ethically in your studies. This video was produced in partnership with Monash University students.

Note

It is important to note that as GenAI continues to be developed, it is being integrated into an ever-growing range of programs. Even tools that previously did not include GenAI, such as Grammarly, now include or are driven by GenAI. This should be taken into account when planning and writing assignments.

Top tips for using artificial intelligence ethically View

Appropriate use of AI in your studies

Using AI tools can be helpful—but only when you have the skills to assess the quality and accuracy of what they produce. When you’re learning new concepts, relying on AI-generated explanations or summaries can feel efficient, but it often bypasses the productive struggle that leads to genuine understanding. AI can also be counterproductive when they generate convincing but incorrect information.

At Monash, students should use AI thoughtfully and be able to critically evaluate their outputs. The section below outlines when AI can be appropriate and when it should be avoided, so you can make informed decisions about using it in your studies.

When it is appropriate	When it is not appropriate
When your Chief Examiner allows it AI can be used in guided ways, or even without limits, depending on the assessment. Read the instructions carefully and always reach out when unsure. When generating practice material AI is useful for brainstorming, generating multiple examples, or creating practice questions because it excels at producing quantity. When summarising low-stakes content AI can efficiently summarise readings or lectures when you already understand the material well enough to check accuracy. Summaries are safe because errors have low consequences. When transforming information across formats Turning notes into tables, outlines, or study prompts can help you re-engage with material while learning.	When your Chief Examiner has prohibited it This includes bans on text, image, or translation generators, and even bans on using AI to proofread your work. When the effort itself is the point For tasks designed to develop your skills - such as writing, analysing, coding, or problem-solving - AI can undermine the learning process. When producing entire assessments AI should never generate full essays, code, reports, or artwork. When you haven't acknowledged your use of AI Even AI-generated examples or images must be properly referenced. When uploading personal, sensitive, copyrighted, or licensed material Many AI tools cannot guarantee privacy, strong data security, or the protection of intellectual property (IP).

When it is appropriate

When it is not appropriate

When your Chief Examiner allows it
AI can be used in guided ways, or even without limits, depending on the assessment. Read the instructions carefully and always reach out when unsure.
When generating practice material
AI is useful for brainstorming, generating multiple examples, or creating practice questions because it excels at producing quantity.
When summarising low-stakes content
AI can efficiently summarise readings or lectures when you already understand the material well enough to check accuracy. Summaries are safe because errors have low consequences.
When transforming information across formats
Turning notes into tables, outlines, or study prompts can help you re-engage with material while learning.

When your Chief Examiner has prohibited it
This includes bans on text, image, or translation generators, and even bans on using AI to proofread your work.
When the effort itself is the point
For tasks designed to develop your skills - such as writing, analysing, coding, or problem-solving - AI can undermine the learning process.
When producing entire assessments
AI should never generate full essays, code, reports, or artwork.
When you haven't acknowledged your use of AI
Even AI-generated examples or images must be properly referenced.
When uploading personal, sensitive, copyrighted, or licensed material
Many AI tools cannot guarantee privacy, strong data security, or the protection of intellectual property (IP).

What are my responsibilities in relation to assessment and AI?

Even though you might use AI in the development of an assessment, or in your studies, it is important that the work that you submit is your own work in line with any instructions from your Chief Examiner. AI is a tool that you can use and appropriately reference or acknowledge, but under the Assessment and Academic Integrity Policy, all work that you submit claiming to be your own, must be your own work. An academic breach may apply if you are submitting work that is not your own and claiming that it is, including if it has been developed by AI.

AI can be a helpful tool, but only when it supports your learning rather than replacing it. A good way to check whether you are using AI responsibly is to ask yourself these questions:

1. What tools am I using, and why?

Do I understand what the AI tool is doing?
Am I using it to support my thinking, not replace it?

2. How am I using the tool?

Am I actively engaging with the process (refining prompts, comparing outputs, evaluating accuracy)?
Do I have the knowledge to judge whether the output is correct, biased, or misleading?
Have I checked my unit’s instructions about what is allowed?

3. Is my work still my own?

Am I learning and developing my skills, not outsourcing my understanding?
Have I appropriately acknowledged any use of AI?
Could I explain and justify the work I submit without relying on the tool?

By focusing on these questions, you can ensure that your use of AI is ethical, transparent, and aligned with Monash expectations.

Privacy

Depending on the service agreement and the conditions of use, the AI system you are using may use your content to further improve and train the system. You need to carefully review the terms and conditions to understand how your data will be used. Monash enterprise systems such as Copilot have enterprise data protections identified under the green shield in Monash Copilot. Google NotebookLM clearly identifies its privacy policy on its homepage. If you use paid AI services you likely have greater data protection and some free services have settings that allow you to prevent training on your data. As a general rule you should always avoid giving personal information to AI systems.

See: Resources supporting safe use of AI

Intellectual Property

When giving information to AI, students should ensure that they have permission and rights to upload the information. For example, you can upload your personally written class notes because they are your production. However, you should not upload your teachers' lecture slides or videos without their explicit permission to do so because they are not your materials to give to an AI system. Similarly, materials in the Moodle LMS or from a Monash library database must have permissions to use in AI. However publicly available Monash website content that is generally accessible can be used in an AI system as long as the relevant area of Monash grants permission for the use.

AI and IP is a complex issue because many LLMs were trained on large amounts of data taken from the internet and they combine information in the training data to create new outputs. There are ongoing debates and lawsuits over the rights to use the content that has been trained into contemporary AI systems.

In all cases, if you’re uncertain whether you are using AI appropriately respecting IP, you should talk to your unit teaching staff or book a consultation with a Learning Adviser.

You can also read more about AI and Indigenous data principles at Monash here.

Your feedback matters

We want to hear from you! Let us know what you found most useful or share your suggestions for improving this resource.

	1. Be aware that technologies evolve rapidly. It is important to evaluate each new tool’s affordances, limitations, risks, and broader implications before using it.
	2. Think about why you’re using a particular AI tool, so you can engage with AI ethically and in ways that enhance—not replace—your learning.
	3. Understand the standards of academic and professional integrity, ensuring that your use of AI aligns with assessment requirements.
	4. Develop the skills to critically evaluate information produced by AI, checking its provenance, veracity, facticity, and reliability.
	5. Be careful regarding data privacy and rights, including what information you provide to AI systems. To be safe, you can use your Monash email address to access Microsoft Copilot which provides data protection for Monash.
	6. Clearly stating what tools you used and how they contributed to your work. See here for how to write AI acknowledgement statements at Monash your assessments.

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