Canadian universities are increasingly incorporating generative artificial intelligence (AI) into their educational curricula, reflecting a growing trend among both students and faculty. Major institutions such as McGill University, the University of Toronto, and York University have begun to adopt various AI tools, recognizing their potential to enhance learning experiences. Among these tools are those that assist in summarizing academic research and aiding professors in course planning.
The surge in AI utilization is evident among post-secondary students, with a survey conducted in late 2024 by the online learning platform Studiosity revealing that 78 per cent of Canadian students have employed AI while studying or completing assignments. Additionally, a report from the Pan-Canadian Report on Digital Learning highlighted a significant increase in the number of educators incorporating generative AI in student learning activities, rising from 12 per cent in 2023 to 41 per cent last year.
At McGill University, Associate Provost Christopher Buddle stated that the institution has integrated the digital AI assistant Microsoft Copilot into its systems. This tool serves various functions, such as drafting letters, summarizing online content, and organizing daily tasks. Buddle noted that the university community is utilizing Copilot effectively, and the institution does not aim to ban AI but rather to encourage its effective use in education.
McGill has allowed instructors the autonomy to determine the extent to which AI can be used in their courses. This empowers faculty to make decisions that align with their specific disciplines. For instance, some professors assign students to draft written assignments using generative AI, which students then assess for quality. Furthermore, the university plans to launch an online module this fall aimed at helping both students and instructors understand the benefits and risks associated with AI in education.
Similarly, at the University of Toronto, Professor Susan McCahan, who led the institution’s task force on AI, emphasized a balanced approach to integrating AI tools. The university supports faculty who wish to innovate with AI while also accommodating those who prefer to omit it from their teaching methods. McCahan indicated that the university has previously utilized AI systems for auditing financial reports and assisting students with finding mental health resources. Notably, the university now provides all faculty, students, and staff access to Microsoft Copilot.
In addition, Toronto has made ChatGPT Edu licenses available for users who desire enhanced security measures. The school has been experimenting with AI tutoring and plans to expand these initiatives in the upcoming academic year by integrating an open-source system known as Cogniti, developed at the University of Sydney in Australia.
York University aims to adopt a thoughtful and principled approach to AI technology, according to deputy spokesperson Yanni Dagonas. The university has established an online AI hub featuring resources specifically for instructors. Faculty members are advised against using AI detection tools for evaluating student work, as these tools are often unreliable and raise data security concerns.
Despite the significant increase in students' use of generative AI, many professors still express apprehension regarding potential biases in AI models, ethical and privacy implications, and the technology's environmental impact. Mohammed Estaiteyeh, an assistant professor of education at Brock University, observed that while students find AI appealing for its time-saving capabilities, faculty responses to the technology vary widely based on their domains, technological expertise, and attitudes toward AI.
Estaiteyeh noted that many Canadian universities are providing guidance to instructors regarding the use of AI but typically leave decisions up to individual instructors, allowing for flexibility based on course content. He emphasized that a uniform approach may not be effective since both instructors and students need training and resources to mitigate potential over-reliance on technology.
Furthermore, the Canadian Alliance of Student Associations has underscored the necessity for AI technologies to complement educational experiences rather than hinder them. They urge universities to discourage the use of AI in evaluating student work due to potential biases and discriminatory practices identified in untested AI systems. A report from the alliance pointed out that AI-powered plagiarism detection tools often misclassify work from non-native English speakers, creating additional concerns.
The alliance has called for clear ethical and regulatory guidelines to govern the application of generative AI in post-secondary education.
