Generative AI in Higher Education Teaching & Learning: National Policy Framework

Published by Ireland's Higher Education Authority in December 2025, this framework applies to the use of generative artificial intelligence, most notably large language models like ChatGPT, in teaching and learning within Irish higher education institutions. Its purpose is to guide educators, academic leaders, and professional staff in making informed, values-based decisions about how gen AI is adopted and integrated into educational practice.

The complete set of policy documents comprises:

Guidelines

Generative AI in Higher Education in Teaching & Learning: Policy Framework
Generative AI in Higher Education in Teaching & Learning: Principles for Ethical AI Adoption

Supporting Instruments

Evidence for the HEA’s National Policy Framework
Alignment with the EU AI Act
AI Literacy Training
AI-Resilient Assessment Practices
Vendor & Procurement Governance

Roles & Responsibilities

Institutional Leadership Teams
Teaching Staff
Students
Academic Support Units
IT & Data Protection

Central to the framework is a values-led statement of intent and guidance that situates AI adoption in relation to the core missions of higher education: student-centred learning, academic judgement, integrity, equity and inclusion. It acknowledges that generative AI tools, especially large language models like ChatGPT, are already part of how students and staff work, and clarifies that higher education needs a coordinated response rather than ad-hoc local decisions. The text sets expectations about responsible use and notes that the framework will evolve as technologies and evidence develop. The framework's principles for ethical AI adoption articulate the shared values — such as academic integrity, transparency, sustainability and learner equity — that should underpin how technologies are integrated in curricula, assessment and support. These principles serve as the normative base for the operational details that follow elsewhere.

The policy framework includes a number supporting instruments. These are practical guides and tools intended to translate high-level policy into everyday practice. They include resources on generating evidence for ongoing policy refinement, aligning institutional practice with the European Union’s AI Act, developing AI literacy training, shaping AI-resilient assessment practices, and managing procurement and vendor governance. These policy instruments support embedding the policy into the structures and routines of teaching and systems management.

The roles and responsibilities documents broaden the framework into a governance architecture. They signal that no single actor can make AI adoption ethical, lawful and pedagogically sound on their own. Senior institutional leadership teams, teaching staff, students, academic support units (like libraries and learning centres), and IT/data-protection professionals all have defined areas of responsibility. By laying this out, the framework anticipates institutional policies that mirror these roles, and encourages accountability and collaboration.

This framework reflects the current state of generative AI adoption in higher education teaching and learning as of the date of publication, and is intended to evolve in response to technological developments and emerging evidence, as well as sectoral experience and continued consultation. The HEA will issue updates as and when required, and institutions should refer to the most recent published version when developing or reviewing their own policies.