Latvian universities are increasingly incorporating artificial intelligence (AI) tools into the academic process, with each institution developing its own guidelines on the use of AI in education. The University of Latvia (LU) and Riga Stradiņš University (RSU) have recently introduced guidelines that allow the use of generative AI, under specific conditions, in educational activities. These guidelines classify AI usage not as plagiarism but as an unauthorized learning aid, with clear boundaries on its application.
Sanita Baranova, Associate Professor at LU’s Faculty of Educational Sciences and Psychology, emphasized that the guidelines aim to promote responsible and creative use of AI. The guidelines are particularly stringent in the humanities, where the authenticity of students’ work is critical, while the exact sciences, such as physics and mathematics, may experience fewer restrictions due to the nature of problem-solving and oral communication in assessments.
AI’s impact is most noticeable in written assignments, such as reports and essays, where students are required to cite any AI-generated content. The guidelines allow individual lecturers to determine whether AI can be used in their courses, and if so, under what circumstances.
At RSU, the guidelines encourage lecturers to integrate AI into their teaching, tailoring its use to the specific needs of each course. Nora Jansone-Ratinīka, Director of the Centre for Pedagogical Development at RSU, highlighted that while AI is increasingly influential in education, it is not an end in itself. The focus remains on effective learning, and AI tools are to be used only when they genuinely enhance the educational experience.
Despite these developments, many students, particularly in fields like medicine, remain skeptical of AI’s utility in their studies, citing concerns about the reliability and adequacy of AI-generated content. Lecturers, too, are cautious, with many able to identify AI-generated work through its distinctive style and structure.
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