MUP and Artificial Intelligence

Metropolitan University Prague Statement on Artificial Intelligence Tools

Metropolitan University Prague (MUP) is monitoring the development of tools in the field of “artificial intelligence” or “AI”. In our understanding, these tools can and already do affect the academic environment. MUP is aware that:

  • AI can be a technological revolution and have major social benefits, as well as major social negatives, the extent and nature of which cannot yet be reliably assessed;
  • AI is constantly evolving, and the speed of development is extreme;
  • public authorities at the national and European levels are looking for and discussing ways to approach AI in terms of possible regulations;
  • in all areas of society, including the academic environment, there are discussions around the role of AI, its optimal use, and risk minimization

In view of the above, it is necessary to continue to discuss possible internal standards or binding regulations at the MUP level, however, given the seriousness of the changes that widely available AI brings to the academic environment, especially in terms of AI's ability to produce texts, MUP has decided to adopt this statement and appeal to the members of the academic community to:

  • always use AI tools in such a way that does not violate the generally binding regulations and internal regulations of MUP, including the Code of Ethics for Members of the Academic Community of Metropolitan University Prague;
  • always keep in mind that the academic environment is built on the principles of honesty, transparency and mutual trust;
  • keep in mind that the AI tools are not creators of new information as these tools work on the principles of data mining, advanced compilation, and the use of existing human-generated internet content;
  • never substitute human creativity with AI tools as creativity is irreplaceable in the academic environment when it comes to verifying students' abilities and skills; AI tools can only be used in academic work for support or retrieval work, or correction work;
  • always transparently and honestly disclose any use of AI tools.

 Frequently Asked Questions about Usage of Artificial Intelligence at MUP

The following text has been created with the assistance of Chat GPT by Open AI. The first draft has been prepared by the MUP working group on Advancements in Artificial Intelligence (AI) and Their Impact on Teaching and Scientific Work, based on excerpts of answers generated by Chat GPT, edited and complemented by other sources. The draft was discussed with selected teachers, students and the MUP management. Their valuable insights have been reflected in the final version of this text.

For MUP students

Question: Are MUP students allowed to use AI based technologies, such as Chat GPT, when writing final dissertations, essays and other papers?

Answer: AI technologies cannot replace the creative independent work of a student. For final dissertations and related assignments in which the student must prepare original materials and text, the use of AI generated text will be considered plagiarism. While ChatGPT can provide information and help you generate / find ideas; it is important to use it responsibly and appropriately. You can seek assistance from AI based models to understand concepts or gather information, however, it is neither ethical nor legal to use them for writing your assignments. Assignments are designed to develop your knowledge, critical thinking, analytical skills, and ability to articulate your thoughts in your own words.

Question: How can students ethically and legally use AI based models in their studies?

Research and Data Analysis: AI models can assist in data collection, analysis, and interpretation. Students can use AI tools to process large datasets, identify patterns, and gain insights that can support their research projects or experiments.

Language Assistance: AI models like language models can help students with writing, grammar, and language proficiency. They can use AI-generated suggestions to correct grammar errors, while ensuring that they maintain the originality and integrity of their own ideas.

Personalised Learning: AI-powered educational platforms can provide personalised learning experiences tailored to individual students' needs and learning styles. Students can leverage adaptive learning technologies to enhance their understanding and retention of course material.

Question: Does AI generated text constitute plagiarism?

Answer: Yes. Even though AI technology itself does not create and only generates content obtained from massive browsing of human-generated content, the publishing of the results of the generation of texts as one’s own work is inadmissible because it is not one’s own work, i.e. the result of one’s own creative activity.

Question: How should AI assisted text be acknowledged and referenced?

When referring to AI-assisted text, for instance using text proofread by an AI language model in your assignments, it is crucial to provide transparent attribution. Clearly indicate that the text was prepared with the assistance of an AI language model. You can include a statement such as: “The following text was linguistically proofread by an AI language model.” Specify the AI language model you utilised, such as “GPT-3 by Open AI” or “ChatGPT by Open AI”. This way, you demonstrate academic integrity and make a clear distinction between your own creative work and the use of other sources. Remember to consult your teachers if you have any specific questions regarding the citation or attribution of AI-assisted sources.

Question: What proportion of text can be generated by AI?

None. While you can use AI to assist you with structuring your ideas, proofreading and revising your draft, it should not be used to replace the actual research and writing process. The purpose of assignments is to assess your understanding and ability to critically engage with the subject matter.

For MUP teachers

Question: Should teachers penalise students for using AI tools in their work (for example, by grading them as “failed”?)

Answer: The decision to penalise students who have used AI in their work should be based on the specific context. If the use of AI tools was not in accordance with the MUP guidelines for students (see above) and the student knowingly and intentionally violated those guidelines, an adequate measure may be adopted, which could include evaluating the particular assignment or course as “failed”.

If the use of AI tools is in line with the university policies, teachers should assess students' work based on the learning outcomes, the quality of their analysis, critical thinking, and understanding of the subject matter, rather than solely focusing on the use of AI tools.

Ultimately, teachers should be consistent and clear in communication of expectations regarding the use of AI tools to ensure fairness, transparency, and academic integrity in evaluating students' work.

Question: How can teachers help students understand the proper use of AI in education?

Answer: Teachers can introduce students to the concepts and principles of AI, explaining what AI is, how it works, and its potential benefits and limitations in the context of education. This foundational understanding will enable students to make informed decisions when using AI tools. Teachers can guide students on the selection and appropriate use of AI tools and engage students in discussions about the ethical implications of AI. Exploring topics such as privacy, data security, distortion, and fairness in AI will help students develop critical thinking skills and understand the importance of responsible and ethical use of AI. Finally, it is crucial to stress the difference between AI assisted (e.g. proofreading) and AI generated text.

Question: How can teachers promote transparency and academic integrity related to the use of AI?

Answer: Teachers can emphasise the importance of transparency, encouraging students to openly declare the use of AI tools when appropriate. Reinforcing academic integrity principles, such as proper citation and acknowledgement of AI tools, helps students understand the ethical principles of academic work.

Question: How can teachers benefit from AI in education?

Answer: First, AI can help teachers create and edit educational content. It can suggest relevant sources, or help teachers find appropriate materials for specific topics or student needs. This streamlines content development and ensures access to diverse and high-quality sources.

Second, AI-powered platforms and tools can offer professional development opportunities for teachers. They can recommend relevant courses, sources, and learning materials based on individual needs and interests, facilitating continuous professional growth.

Third, AI platforms and online communities can connect teachers, enabling them to share best practices, collaborate on instructional materials, and exchange ideas. This helps teachers benefit from collective expertise and innovation.

It's important to note that while AI can provide valuable support, it should complement and enhance the role of teachers rather than replace them. Teachers' expertise and cooperation remain critical for fostering meaningful learning experiences and nurturing student growth.


“Educator considerations for ChatGPT”, Open AI, Documentation, online:, accessed on 18 May 2023

“Using AI to support learning”, Studies Service, University of Helsinki, online:, accessed on 18 May 2023

Rector's Directive No. 12/2022, Rules for the Administration and Writing of Final Dissertations at MUP, Metropolitan University Prague”