Introduction

Cause

The rise of generative AI - in particular large language models such as ChatGPT, Gemini and Claude - has taken the world of education by storm. Whereas education could traditionally rely on fixed frameworks around assessment, resource use and learning processes, AI is forcing a fundamental rethinking of these frameworks.

Flemish higher education institutions face a twofold issue: on the one hand, they want to prepare students for a labour market where AI literacy is becoming indispensable; on the other, they are struggling with the challenges AI poses to academic integrity and learning efficiency.

Research questions

This project answers the following central research question:

**How can programmes in Flemish higher education develop well-founded and future-proof policies around the use of AI by students and teachers?

Sub-questions:

1. What scientific insights exist on the impact of AI on learning processes?
2. How do comparable education systems deal with AI policies internationally?
3. What practical guidelines are useful for teachers in different disciplines?
4. How can AI literacy be incorporated into existing curricula?

Methodology

The study proceeds in three phases:

Phase 1: Systematic literature review

Analysis of peer-reviewed publications (2020-2025) on AI in higher education. Databases: ERIC, Scopus, Web of Science. Selection criteria: relevance to higher education, empirical foundation, applicability in Flemish context.

Phase 2: Practical research

Interviews and focus groups with lecturers from various Flemish higher education institutions. Case studies of institutions with advanced AI policies.

Phase 3: Co-creation guidelines

Participatory workshops with lecturers, policy makers and students. Iterative development and validation of the guidelines guide.