Fudan University has unveiled comprehensive guidelines for generative artificial intelligence implementation in educational settings, marking a significant shift in pedagogical approaches for both faculty and students. The framework redefines educators’ roles from traditional knowledge transmitters to dynamic learning architects and intelligent mentors, while students are encouraged to evolve into collaborative decision-makers working synergistically with AI systems.
The guidelines empower instructors to leverage AI for creating immersive teaching scenarios, designing progressive problem gradients, generating customized exercises, and enriching classroom examples. This technological integration enables professors to dedicate more attention to facilitating discussions, guiding cognitive processes, and delivering personalized feedback—a strategic adaptation to the rapidly evolving digital landscape.
For the student population, AI serves as an autonomous learning companion that handles routine cognitive tasks including information retrieval and format organization. This delegation allows learners to concentrate on developing higher-order capabilities such as critical analysis, complex problem-solving, and enhanced emotional intelligence.
The comprehensive document addresses multiple educational dimensions including classroom innovation, learning methodologies, evaluation systems, administrative management, faculty development, and scientific research. These standards represent China’s latest effort to establish ethical boundaries for generative AI in academic environments, with particular emphasis on academic integrity, usage transparency, and stakeholder accountability.
This initiative follows similar movements within China’s academic community. In June 2024, East China Normal University and Beijing Normal University jointly released AI usage guidelines limiting AI-generated content to 20% of assignments with mandatory disclosure. Three months later, Tsinghua University established protocols requiring AI use disclosure in thesis work while prohibiting academic misconduct and sensitive data training.
Fudan University had previously implemented AI regulations for undergraduate theses in late 2024, and the new guidelines reinforce that AI cannot replace fundamental academic activities including topic selection, ethical framework construction, data interpretation, or conclusion formulation.
According to Lin Wei, Dean of Fudan’s Academic Affairs Office, “The central challenge for universities isn’t whether to adopt generative AI, but how to maintain educational essence amid rapidly expanding technological capabilities.” This perspective aligns with China’s first national guidelines for AI in education issued by the Ministry of Education in November, emphasizing teachers’ primary role supported by AI assistance.
The guidelines provide specific implementation strategies: teaching teams may use AI to optimize course modules, learning tasks, and activity flows, creating cohesive learning cycles from lecture to reflection. General education courses can employ AI to generate interdisciplinary cases enhancing real-world relevance, while specialized courses benefit from AI’s ability to track field advancements and update materials. Practical courses leverage AI for designing programming environments, virtual simulations, and providing real-time operational feedback.
Early implementations show promising results. Associate Professor Zhang Hao redesigned semiconductor device physics curriculum using AI methodologies, receiving enthusiastic student response. Professor Wang Yanjin from the School of Stomatology developed AI virtual patients with diverse personalities, allowing students to simulate clinical interactions and deepen pathological understanding through enhanced engagement.