Artificialintelligence

Artificial intelligence (AI) at BUT for teachers

Artificial intelligence is becoming a common part of higher education. At BUT, generative AI is understood as useful assistance tool, not a replacement for the work of students or teachers. The university approaches it openly, but at the same time sets clear rules and ethical principles, especially in relation to academic integrity. This text is a practical guide for teachers: it shows why you should be interested in AI, how to use it safely in teaching at BUT, and which specific instructions, courses and recommendations you can rely on.

Content


1. Why should you, as a teacher at BUT, be interested in AI

BUT approaches artificial intelligence similarly to previous technological changes: it does not want to ban it, but to teach students and teachers how to use it responsibly. You can find it on the official board BUT position on the use of artificial intelligence tools, which says that generative AI is understood as assistive and consultative tool, which may not replace the fulfillment of study obligations or creative activity.

Why you are practically interested as an AI teacher:

  • Saves time on routine tasks – preparation of tests, sample solutions, wording of assignments, summaries of texts, suggestions for feedback.
  • It helps with personalization – can create tasks of varying difficulty, explain the same concept differently, in different styles and levels of detail.
  • Increases the quality of teaching – allows you to quickly generate examples from practice, simulations, scenarios for discussion, case studies.
  • Students use it anyway – if you don't set the framework, they will often use it covertly and sometimes unethically. By actively integrating AI into your teaching, you can guide students towards honest and critical use.
  • AI is the standard in both research and practice – an engineer, scientist or entrepreneur will work with AI, and the university should help students learn it safely and well.

You can find an overview of activities across the university on the portal AI@BUT, which serves as a signpost to projects, teams, events and, gradually, study materials related to AI.


2. How to start - framework and rules at BUT


2.1 What BUT says about AI

The basic framework for the use of AI at BUT is summarized in the documents at BUT official board - AI section. Simply put, it follows from them:

  • AI is an assistant, not an author – may not replace the student or the teacher in the creation of work and decision-making.
  • Legality and data protection – when using AI, you must comply with the law, internal regulations and protect personal and sensitive data.
  • Transparency – if you use AI (you or students), it should be acknowledged: in assignments, in teaching materials and in the syllabus.
  • Responsibility – the person, not the tool, is always responsible for the correctness of the content and the quality of the work.
  • Academic honesty – copying AI outputs and passing them off as your own work is a violation of academic ethics.


2.2 How to incorporate it into your teaching

Specifically for your subject you can:

  • Write in the syllabus a brief policy on AI (see section 6): what is allowed (e.g. brainstorming, proofreading), what is prohibited (e.g. generating the entire seminar book).
  • Refer students to AI for students and emphasize that the BUT rules also apply in your subject.
  • Modify the assignment to require own reflection, application to a specific context or advocacy – the AI alone will not do that for the student.
  • Incorporate simple activities where students critically evaluate AI outputs (comparison with literature, finding errors, supplementing the context).


3. Practical scenarios of using AI in teaching

AI can help you in your daily teaching routine. Below are specific situations and ideas on what to do about it:


3.1 Teaching preparation

  • Outlines of lectures and syllabi: let the AI design the structure of the subject or individual lessons (topics, time distribution, goals) and then fine-tune it according to your experience.
  • Creating examples and scenarios: you enter the topic and the target group (e.g. "2nd year FME, basic knowledge of statics") - the AI will suggest examples, case studies or discussion questions.
  • More input options: The AI will quickly generate several slightly different versions of the task for different groups of students (or to prevent copying).


3.2 Assessment and Feedback

  • Suggested comments: AI will help you write suggestions for general comments ("typical mistakes", "what to watch out for next time"); you will then personally adapt them to specific students.
  • A quick first analysis: for simple tests, AI can help with quick evaluation (e.g. comparing answers with a sample solution), but you determine the final mark and comment.
  • Rubrics and criteria: let AI design an assessment rubric for a seminar or project, which you then refine and publish to students.


3.3 Student support outside of classes

  • Subject FAQ: you can use AI to create an "FAQ page" or a brief overview in Moodle from the wording of your e-mails and recurring questions from students.
  • Tutoring: you can recommend to students how to use AI to explain the material to them in other words, including a warning that they must check the outputs according to the script and lectures.
  • Skills Training: in languages, programming or mathematics, AI can act as a dialogue partner for practice (but always with clearly set rules).


3.4 Generation of visual and multimedia materials

  • Pictures and diagrams: using tools like DALL·E, Stable Diffusion or Canva with AI, you can create diagrams, sketches, icons or illustrations for teaching.
  • Infographics: AI will help generate the structure of the infographic (what goes into it), which you can then finalize in the graphics tool.
  • Short videos: some tools (e.g. video generators with AI) will make it possible to create a simple video explanation or a voiceover for the presentation.


3.5 Work with texts and literature

  • Summary of Articles: let the AI generate a summary of points from a professional article (but always verify that the summary matches the original).
  • Generating questions: from the text of a script or article, AI can suggest review questions or test items.
  • Translations and language editing: tools like DeepL they help translate and improve professional texts in Czech and English.


4. Academic integrity and prevention of misuse of AI by students

The most common fear among educators is that students will use AI to "write" tutorials or code for them. The goal is not to disable AI, but set clear rules and assignments so that the student's honest work has meaning and cheating does not pay off.


4.1 What is impermissible

  • The student copies the text, code or solution generated by the AI and submits it as their own work.
  • The student uses AI in such a way that he no longer understands the content himself (e.g. he cannot explain his code or a statement in his work).
  • The student conceals the significant use of AI at work (especially in final theses).


4.2 What Is Acceptable (If Permitted and Disclosed by the Student)

  • AI as a consultant for finding a topic, designing a syllabus, checking grammar, generating learning questions.
  • AI as a "sparring partner" - the student has the concept explained in other words and then formulates and documents it himself.
  • AI for inspiration in finding examples, analogies, project ideas (but the student chooses what to actually use).


4.3 How to work with it in practice

  • Clearly formulate the rules in the syllabus and assignments – write what is allowed and what is not allowed within the course, and how the student should acknowledge the use of AI.
  • Demand reflection – for larger works, you may want a short reflection like "How I used AI in the creation of this work".
  • Combine written work with oral defense – the student should be able to explain the work, defend the structure, calculations and conclusions.
  • Change assignment types – more emphasis on the application of knowledge to one's own experience, local data, a specific company or project.
  • Use detection tools with care – they can be a helper, but they are not reliable. The content and the student's ability to defend the work should be decisive.


5. Modern forms of teaching with AI

AI isn't just about creating tests faster. It also opens up new didactic possibilities:


5.1 Personalized and adaptive learning

  • AI systems can monitor student performance and adjust the difficulty of tasks accordingly.
  • Students can work at their own pace, while you have an overview of where everyone is "flagging".
  • You can use the results for targeted support - consultations, recommended exercises, projects.


5.2 Project and experiential learning

  • AI accelerates the routine parts of the project (eg data generation, design of solution variants), so that students focus more on analysis and argumentation.
  • Combined with simulation tools, “virtual labs” can be created – scenarios that would be expensive or dangerous in real life.


5.3 Developing AI Literacy

In the same way that we teach work with literature or data, it also begins to be part of the study AI literacy – be able to use the tool, verify it and know its limits. Within your subjects, you can include:

  • A task where students compare an AI answer and a scholarly article and identify errors.
  • A discussion on ethics - when AI helps, when it harms, what is still okay and what is already a fraud.
  • An activity where students design "good prompts" and investigate how the prompt will affect the outcome.


6. What to Clarify in the Syllabus and Course Rules

In practice, it pays to add a short section like "AI in this subject" to the syllabus and communicate it uniformly to students. It may contain, for example:

  • What is allowed: e.g. using AI for topic brainstorming, language proofreading, theory explanation.
  • What is prohibited: eg generating an entire term paper, project or code that the student does not understand.
  • How to admit AI: a short note in the thesis (e.g. "During the research, I used ChatGPT to design the outline, I wrote the text myself").
  • How will you deal with possible suspicions: that you reserve the right to request an oral defense and additional questions about the work.

You can find inspiration for formulations in foreign materials, e.g. Generative AI in Teaching and Learning (UT Austin) or in recommendations QAA – How can Generative AI be used in learning and teaching?


7. Courses, Guides and Portals for Teaching Staff (CZ, EU, USA)

Below you will find a guide to practical materials for teachers - first in Czech, then in English.


7.1 Materials in Czech

  • NPI CR - "Guidelines for teachers on artificial intelligence at school"
    Official methodological materials of the Ministry of Education, Culture, Sports and Science of the Ministry of Education and Culture and Science of the Ministry of Education and Culture, how to use AI step by step in the preparation of lessons, communication with pupils and evaluation. Even though they are mainly aimed at elementary/secondary schools, the principles (how to assign tasks, how to talk to students about AI) are also transferable to a university environment.
    Link: https://msmt.gov.cz/npi-vydalo-navody-pro-pedagogy-jak-na-umelou-inteligenci-ve
  • Zapojmevsechny.cz - "Instructions for using tools with AI in teaching, including examples"
    A guidebook with concrete instructions, videos and real examples of how teachers used ChatGPT and other tools in teaching. Also includes recordings of the "Generative Artificial Intelligence for Teachers" webinars. It comes in handy when you want to see "how they do it elsewhere".
    Link: https://zapojmevsechny.cz/clanek/833-navody-na-puziti-nastroju-s-ai-ve-vyuce-vcetne-ukazek
  • "Artificial Intelligence 101 for teachers: a step-by-step guide" - European School Education Platform (CZ)
    An online course in Czech that explains the basics of AI and offers practical applications in the classroom - personalization of teaching, automation of routine tasks, work with AI assistants in lesson planning. Suitable as an introductory course if you are just getting to know AI.
    Link: https://school-education.ec.europa.eu/.../umela-intelligence-101-pro-ucitele-krok-za-krokem-pruvodce
  • FreeMe - "AI for Teachers: A Guide to the Possibilities of AI in Education 2025"
    A brief practical text in Czech that clearly summarizes the types of generative AI tools and specific scenarios of their use in the preparation of materials, evaluation and differentiation of teaching. Useful for quick reference when you want direct "use this tool for this" tips.
    Link: https://www.freeme.cz/ai-pro-ucitele/
  • "Artificial intelligence in teaching: practical materials for teachers" - Education Weekly
    An overview article in Czech, which refers to practical materials for teachers (NPI, Ministry of Education and Culture, portals with instructions). Suitable as a quick entry and signpost.
    Link: https://tydenik-skolstvi.cz/umela-intelligence-ve-vyuce-prakticke-materialy-pro-vyucujici/
  • Sider.ai - "How to Use Artificial Intelligence Tools in Education: A Practical and Ethical Guide"
    The article combines ethical principles (transparency, privacy protection) with specific scenarios for teachers - how to assign tasks to AI, how to verify outputs, how to talk to students about the limits of AI.
    Link: https://sider.ai/.../how-to-use-ai-tools-properly-in-education-a-practical-ethical-guide
  • Elements of AI (Czech version)
    A free course explaining the basics of artificial intelligence, suitable even for non-computer scientists. Great as a theoretical foundation for teachers who want to understand the principles of AI before incorporating it into their teaching.
    Link: https://www.elementsofai.cz/


7.2 EU / Europe (mostly in English, often targeted at universities)

  • FutureLearn - "AI in Education" (King's College London)
    An online course that focuses on AI in the context of educational institutions. It contains "try it out" activities, where teachers try out AI tools step by step in specific teaching scenarios.
    Link: https://www.futurelearn.com/courses/ai-in-education
  • GenAI in Teaching and Learning Toolkit (BCcampus, open textbook)
    An open "toolkit" / e-book for university teachers. It offers an explanation of generative AI and, above all, specific scenarios, activity templates, assignment suggestions and teaching tips. It is suitable as a methodical manual when redesigning a subject with AI.
    Link: https://opentextbc.ca/teachingandlearningwithai/
  • UK Department for Education – "Generative artificial intelligence (AI) in education"
    The official UK recommendation for schools and universities. It includes concrete examples of how teachers can use generative AI (handout preparation, feedback, support materials), while warning of risks and ethical issues.
    Link: https://www.gov.uk/.../generative-artificial-intelligence-ai-in-education
  • QAA - "How can Generative AI be used in learning and teaching?"
    Portal of the Agency for Quality in Education, which offers practical examples of the use of generative AI in higher education - how to set up assessments, assignments and how to meaningfully integrate AI into teaching.
    Link: https://www.qaa.ac.uk/.../how-can-generative-ai-be-used-in-learning-and-teaching-external
  • Microsoft Education AI Toolkit
    PDF toolkit for schools and universities. The section "Classroom toolkit: Unlocking generative AI safely and responsibly" contains scenarios and tips on how a teacher can use AI step by step to prepare activities, simulations, materials and to support student projects.
    Link: Microsoft Education AI Toolkit (PDF)


7.3 USA - courses and portals for university teachers

  • Google - "Generative AI for Educators with Gemini"
    A short course focusing on the practical use of Gemini and NotebookLM tools. The teacher learns how to save preparation time, personalize teaching and create activities with AI.
    Link: https://grow.google/ai-for-educators/
  • AI for Education - "AI Course for Educators: An Essential Guide to AI for Educators"
    A free course aimed directly at teachers, including universities. It deals with the basics, prompts, scenarios for practice and the ethics of using AI in the daily work of a teacher.
    Link: https://www.aiforeducation.io/ai-course
  • University of South Carolina & Auburn - "Teaching with AI: A Self-Paced Course for Faculty"
    An online course for college instructors that discusses AI use scenarios in the course, assignment redesign, and assessment. It serves as inspiration on how to systematically transform a subject in the era of AI.
    Link: https://sc.edu/.../teaching_artificial_intelligence/
  • Harvard Graduate School of Education - "Teaching with AI"
    A guide with videos, webinars and recommendations on how teachers can use AI to design assignments, assess and support students. Emphasis on the university environment.
    Link: https://tll.gse.harvard.edu/teaching-ai
  • University of Texas at Austin - "Generative AI in Teaching and Learning"
    A concise, practical guide with tips for designing assignments with AI and suggestions for articulating 'AI policy' in the syllabus.
    Link: https://ctl.utexas.edu/.../generative-ai-teaching-and-learning-introduction
  • UNC Charlotte - "AI Across the Curriculum"
    An overview of specific activities and strategies to integrate AI into teaching across disciplines. You can find examples of entering and editing courses here.
    Link: https://teaching.charlotte.edu/ai_across_the_curriculum/
  • Stanford University CTL - "AI Teaching Strategies"
    A guidebook of strategies and resources, including the AI Pedagogy Project, which shares specific assignments and activities from university practice.
    Link: https://ctl.stanford.edu/aimes/ai-teaching-strategies


7.4 Specific instructions for individual tools


8. Getting Started: A Quick Checklist for BUT Teaching Staff

If you want to meaningfully involve AI in your subject, you can proceed, for example, as follows:

  • Check the BUT framework: go through it BUT's position on AI a AI for students.
  • think about where AI will help you the most – preparation of tests, examples, projects, feedback... Start with one area and gradually add others.
  • Add a short one to the syllabus "AI policy" for your subject - what is allowed, what is prohibited, how to admit AI.
  • In one hour, try a simple activity like "Compare the ChatGPT answer with the script chapter and find the differences".
  • Design a larger assignment (project, seminar) in such a way that it requires personal reflection, application to a real context and oral defense.
  • Take your pick one course or tutorial from the above (e.g. AI for Education - AI Course for Educators or Czech NPI materials) and go through it during the semester.
  • Agree with colleagues in the department that you you share examples of assignments and good practice with AI – you don't have to figure everything out yourself.

AI can significantly help you reduce the administrative burden and enrich the teaching. At the same time, it requires a well-thought-out approach and adherence to BUT rules and academic ethics. If you manage to set a reasonable framework and incorporate AI as an assistant, you can gain more time for what remains irreplaceable in pedagogy – live contact with students, mentoring and development of their independent thinking.



Responsibility: Mgr. Marta Vaňková