Let them use GenAI: A manifesto for teaching with Generative AI, not policing it

Abstract

This paper presents a manifesto for teaching with Generative AI (GenAI) in higher education, not policing it. Drawing on three years of practitioner experience across undergraduate and postgraduate courses, it explores how tools like GPT-4, Gemini, and Copilot were meaningfully integrated into assessments, labs, and class activities. Using an action research approach, the study captures how students transitioned from passive AI use to more reflective, critical engagement when guided by structured prompts and ethical reflection. Supported by recent literature, including Holmes (2023) and UNESCO (2023), the paper emphasizes the need for AI literacy, inclusive access, and educator readiness. Key findings show improved student metacognition, ethical awareness, and academic integrity, particularly when GenAI was framed as a thinking tool rather than a shortcut. The educator’s role is redefined—from content gatekeeper to learning facilitator—highlighting the urgent need for institutional policies and support. Ultimately, GenAI can raise educational standards if we teach students how to use it well.