Rotterdam Universities Pioneer AI Guidelines as Student Thesis Writing Faces Technology Challenge

2026-03-01 data

Rotterdam, Sunday, 1 March 2026.
Erasmus University and Rotterdam University of Applied Sciences are developing comprehensive AI policies after students increasingly use ChatGPT to write theses, bypassing essential research skills. The institutions aim to balance technological innovation with academic integrity, as AI poses both opportunities for enhanced learning and risks to educational quality. Experts warn students who skip research processes through AI may face career consequences, while universities invest in awareness training and develop secure AI tools for responsible use.

The Stakes of AI-Assisted Academic Work

The challenge facing Rotterdam’s leading educational institutions extends beyond simple plagiarism concerns. Jason Pridmore, an AI expert and professor at Erasmus University Rotterdam, emphasizes that the fundamental issue lies in students bypassing critical learning processes [1]. “Het is voor studenten belangrijk dat ze bepaalde kennis en vaardigheden opdoen door middel van onderzoek. De scriptie is de ultieme test om dat te laten zien. AI stelt studenten in staat om een stap in dat proces over te slaan. Als gevolg daarvan leren ze niet meer wat ze moet leren. Dat kan gevolgen hebben voor hun carrière,” Pridmore warned in a February 2026 interview [1].

Institutional Response and Policy Development

Both institutions are taking proactive measures to address these challenges through comprehensive policy frameworks. Peter Schouten, manager of Education & Quality at Rotterdam University of Applied Sciences, outlined the dual nature of the AI challenge facing higher education [1]. “AI biedt kansen, maar brengt ook duidelijke risico’s met zich mee. Wij leren studenten begrijpen dat AI niet altijd betrouwbare informatie geeft en dat kritisch beoordelen van een bron essentieel is. Daarnaast verwerken AI-systemen veel persoonlijke gegevens, waardoor kennis over digitale veiligheid steeds belangrijker wordt,” Schouten explained [1]. The universities are actively monitoring AI developments and investing in awareness and skills training to ensure students and staff can use AI effectively and responsibly [1].

Strategic Implementation and Professional Development

Erasmus University Rotterdam has formalized its commitment to AI integration through concrete institutional measures. On February 27, 2026, the university posted a position for a Medior/Senior Policy Officer Education-AI, with an application deadline of March 9, 2026 [2]. The role, offering a salary range of €4,728 to €7,297 per month for 28.8-36 hours per week, involves contributing to the university’s strategic AI policy and implementing the “Strategy30” education vision [2]. The position will work within the AI@EUR program, a four-year initiative focusing on AI in education, research, and operations [2]. Additionally, the university has been offering practical training through workshops, including “How to Use AI as a Teacher (for Beginners)” sessions scheduled for February 10 and June 9, 2026, from 13:00-16:00 at Campus Woudestein [4].

Benefits and Practical Applications

Despite the challenges, both institutions recognize the significant benefits AI can provide when used appropriately. Schouten noted that AI has helped students develop prototypes, citing improved sustainability project discussions and higher-level immersive technology hackathon prototypes [1]. “AI biedt kansen om het leren te verrijken, maar vraagt tegelijk om zorgvuldigheid rond privacy en toetsing. We volgen deze ontwikkelingen actief en houden hier rekening mee. Voor veel beroepen opent AI nieuwe mogelijkheden, maar om er verantwoord en effectief mee te werken is de juiste kennis onmisbaar. Daarom investeren we in bewustwording en vaardigheden, zodat studenten en medewerkers AI goed kunnen benutten én begrijpen,” he emphasized [1]. Erasmus University is developing its own secure and reliable AI tool, similar to ChatGPT, specifically designed to support students’ career development [1]. Pridmore maintains a balanced perspective on technological advancement: “Als het over nieuwe technologie gaat, praat ik niet in termen van goed of slecht. Maar het is nooit neutraal. Dat betekent dat we de uitdagingen die AI met zich meebrengt, zorgvuldig onder de loep moeten nemen. Als wij in staat zijn om het te gebruiken op een manier die vóór ons werkt, dan is dat alleen maar positief” [1].

Bronnen

artificial intelligence higher education