The curated records of Task 2.2. The account view reads them grouped by level and domain; the database view opens the same records for filtering, sorting and downloading.
Operational practices introduced and expanded since October 2024 include AI-based early-warning systems for students, AI-assisted feedback, empathic conversational agents, pilots for automated assessment and personalised learning support. The range shows an institution moving from single tools to a portfolio held under one project.
The vice-rectorate for educational innovation runs a training and awareness programme built on several pillars, accompanied by guides for generalists, teachers and students and by courses for teaching, administrative and service staff. Locating the programme in a vice-rectorate gives it a budget line and a permanent owner.
A framework introduced in 2025 provides internal guidelines for integrating AI across educational, administrative and support services, with the stated aim of turning the university into an AI-enabled institution. It answers the gap left a year earlier, when policy was still under discussion and the decision was delegated to individual teachers.
While institution-wide policy was still under discussion, the university adopted an interim rule under which each teacher decides the level at which AI may be applied in learning activities and may rule it out entirely. The arrangement keeps courses operating during a policy vacuum at the cost of leaving students facing different rules in different courses.
A library guide published in May 2025 proposes structures for making the use of AI tools transparent: which tools were used, for what purpose and to what extent. A related journal policy states that authorship cannot be attributed to AI, that its use is confined to improving language or readability, that it must be cited, and that authors remain responsible for the validity of what it generates.
An administrator describes access to a commercial model being extended to all staff, both teaching and administrative, and frames it as a move from isolated or experimental use to integration across the university. Universal access changes the equity question from who can afford a subscription to what the institution has licensed.