Manuscript received September 9, 2024; revised September 29, 2024; accepted October 28, 2024; published February 11, 2025
Abstract—The integration of Artificial Intelligence (AI) text generators such as ChatGPT, in educational settings has led schools to develop policies governing their use. This study examines the compliance and enforcement of AI text generator usage policies in grammar schools, drawing on insights from 143 teenagers aged 14-16 years across fourteen of Germany’s sixteen federal states. Through content analysis of student responses, we identified significant variations in how schools address AI technology regulation within their academic frameworks, ranging from explicit prohibitions, implicit or unofficial rules, and conditional use to a complete absence of rules. While 26% of teenagers state having clear prohibitions against using AI for assignments, tests, and other academic work in their schools, 44% report having no explicit AI-related rules. Additionally, 23% of schools rely on implicit rules or conditional allowances, often requiring teacher approval. Notably, 5% of students are unaware of AI-related policies in their schools, suggesting a gap in communication or policy clarity. Our findings reveal a diverse landscape of AI policy awareness and adherence, with significant variations in rule enforcement and student compliance. Despite explicit bans, some students continue to use AI tools, highlighting challenges in policy enforcement. The study underscores the need for comprehensive and enforceable AI policies, better teacher training, and clearer communication about AI ethics and usage. Integrating AI into the curriculum with ethical guidelines can enhance learning while maintaining the academic integrity of students. This transitional period in educational policy calls for a balanced approach to utilizing AI’s benefits while ensuring a fair, transparent, and effective learning environment. This study provides valuable insights for policymakers and educators aiming to balance the innovative potential of AI with the need of maintaining academic integrity in schools.
Keywords—Artificial Intelligence (AI) text generators in education, policy enforcement challenges, regulatory approaches to AI in schools, student perspectives on AI policy, ethical AI usage in education
Cite: Zinaida Adelhardt and Thomas Eberle, "Compliance and Enforcement of AI Text Generator Usage Policies in German Grammar Schools: Insights from Teenagers," International Journal of Information and Education Technology, vol. 15, no. 2, pp. 206-211, 2025.