Silvia Benini, Mary-Claire Kennedy, Suzanne Stone, David Moloney, Mary Fitzpatrick
The AI-LIT project at the University of Limerick brought students and educators together to collaboratively enhance student-facing educational resources focused on artificial intelligence (AI) and academic integrity. Supported by the Higher Education Authority (HEA) SATLE Pathfinder stream, the initiative explored how engagement with a self-directed “GenAI Essentials” lesson and academic integrity materials shaped students’ knowledge, attitudes, and behaviors. Figure 1 provides an overview of the five key stages of this co-design project.
As part of the project, student partners participated in both independent reviews and a co-design workshop, critically evaluating existing resources (welcome video). Their feedback focused on improving accessibility, content relevance, and fostering authentic student partnership regarding AI usage with reference to academic integrity. The research team is currently analysing the findings from these research activities. Emerging themes include:
- Resource content and design: What works well and areas for enhancement
- Impact of Resources on Knowledge, Skills and Behaviour of Students
- Perceived Knowledge and Skills Needs: Identified gaps in GenAI and academic integrity education
- Engagement: Strategies for reaching and involving diverse student audiences
One student partner reflected:
Guidelines like these are typically created by faculty and administrators, with student input gathered through surveys after the fact. So, it was refreshing that this project flipped that entirely by making us co-designers from the start (student partner LinkedIn post, July 2025).
The AI-LIT project findings will contribute to a better understanding of how student co-design can promote responsible GenAI use and uphold academic integrity while generating insights to inform future student partnership efforts and policy development in tertiary education.
Fig. 1 AI-LIT project Infographic
