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You can find it on the PRC

https://resources.ibo.org/ib/topic/Academic-honesty/resource/11162-434744?lang=en

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How AI is reshaping our classrooms: https://ibo.org/news/how-ai-is-reshaping-our-classrooms/

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Co-creating our future: A new digital blueprint for the IB ecosystem

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Webinar: Teaching Students to Reflect, Record & Own AI-Assisted Work

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Webinar: Teaching Students to Reflect, Record & Own AI-Assisted Work

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Link to webinar recording

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A New Direction for Students in an AI World: Prosper, Prepare, Protect

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A New Direction for Students in an AI World: Prosper, Prepare, Protect

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Watch Webinar IB Exchange

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A new direction for students in an AI world: Prosper, prepare, protect | Brookings

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This report explores the potential risks generative AI poses to students and outlines what we can do now to minimize them.

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Artificial intelligence in IB assessment and education: a crisis or an opportunity?

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Artificial intelligence in IB assessment and education: a crisis or an opportunity?

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Originally published in 2023

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Artificial intelligence in IB assessment and education: a crisis or an opportunity?

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The latest developments in artificial intelligence (AI) software that can write sophisticated essay responses have generated a great deal of interest and discussion.

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Discussing Artificial Intelligence Across the DP

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Discussing Artificial Intelligence Across the DP

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Evaluating 13 scenarios of AI in student coursework

https://drive.google.com/file/d/1LLEi16EXoUzQ7hwKjn99Z1UoyDFNwN8W/view?usp=sharing

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March 2023 updated March 2025

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Latest developments in artificial intelligence (AI) software, such as ChatGPT, that can write sophisticated essay responses have generated a great deal of interest and discussion. The IB will not ban the use of AI software. The simplest reason is that it is an ineffective way to deal with innovation. However, the use of AI tools should be in line with the IB's academic integrity policy. We expect all our schools to discuss the various types of academic misconduct with their students.

The IB believes that artificial intelligence (AI) technology will become part of our everyday lives-like spell checkers, translation software and calculators. We, therefore, need to adapt and transform our educational programmes and assessment practices so that students can use these new AI tools ethically and effectively. The IB is not going to ban the use of such software but will work with schools to help them support their students on how to use these tools ethically in line with our principles of academic integrity.

Students should be aware that the IB does not regard any work produced-even only in part-by such tools, to be their own. Therefore, as with any quote or material from another source, it must be clear that AI-generated text, image or graph included in a piece of work, has been copied from such software. The software must be credited in the body of the text and appropriately referenced in the bibliography. As with current practice, an essay which is predominantly quotes will not get many, if any, marks with an IB mark scheme.

Read more from Dr Matt Glanville, Head of Assessment Principles and Practice at the IB, on the
Read more about the IB's academic integrity policy

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Statement from the IB about ChatGPT and artificial intelligence in assessment and education

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The IB believes that artificial intelligence (AI) technology, such as ChatGPT, will become part of our everyday lives.

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Appendix 6   IB Academic integrity policy

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Appendix 6   IB Academic integrity policy

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Updated Feb 26

Academic integrity policy

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Key points to explain the use of Artificial Intelligence (AI) tools 

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Key points to explain the use of Artificial Intelligence (AI) tools 

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(one page fact sheet)

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 (AI) tools – common questions and concerns

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 (AI) tools – common questions and concerns

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At the heart of the IB philosophy is the belief that students should be active participants in their education. Each of the four IB programmes empowers students to take charge of their own learning and equips them with the skills they need to thrive in our ever-changing world. An IB education encourages students to be curious, think critically and challenge the status quo.

AI offers enhanced learning experiences

Rather than shying away from artificial intelligence (AI), the IB is excited by the opportunities that these tools bring to education to enhance learning experiences and provide additional support to our students. AI tools are designed in a way that they can be used to encourage students to think critically and creatively, by engaging students in thought-provoking discussions and challenging them to think beyond the usual perspectives.

AI in learning and teaching

Students will need to be taught to understand the bias inherent in the content that an AI tool produces and to critically review it-an important skill to learn in an IB education. Students should also be taught that AI-generated work included in a piece of assessment must be credited in the body of the text and appropriately referenced in the bibliography.

And not only do we think that these tools are beneficial for students, they also hold the potential to lighten the workload of our dedicated educators and schools. By leveraging these AI tools, educators can free up valuable time to spend more quality moments with their students.

How the IB is utilizing AI

At the IB, we will continue to rely on human examiners to mark the IB assessments. However, in addition to our existing checks, we are exploring utilizing AI as a quality control tool to detect inadvertent inaccuracies that could potentially be made by examiners during the marking process. In such cases, we would then seek an additional (human) investigation to ensure accuracy. Together, we can navigate the challenges and embrace this technology's exciting possibilities.

Support and resources

The IB Academic Integrity policy (PDF, 3.1 MB) has been updated to include a new appendix on the Guidance on the use of artificial intelligence tools (page 53). This section will help schools to support their students on how to use these tools ethically, in line with the IB's principles of academic integrity.

Sample Theory of knowledge (TOK) activities:

A list of common questions and concerns, as well as links to further reading and useful resources can be found here (PDF, 188 KB).

Dr Matthew Glanville, Director of Assessment at the IB, shares his views on the short-term impact that these tools will have on IB assessments and how they could change education as we know it in the long term in this blog article.

Dr Glanville also provided advice on referencing AI tools such as ChatGPT during a recent inquiry by the UK Parliament Science and Technology Committee on the governance of artificial intelligence. The presentation (in English) has been broken down into three short audio clips:

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Artificial intelligence (AI) in learning, teaching, and assessment

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At the heart of the IB philosophy is the belief that students should be active participants in their education. Each of the four IB programmes empowers students to take charge of their own learning and equips them with the skills they need to thrive in our ever-changing world.

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Guidance On Artificial Intelligence: Making Students Aware Of The Pitfalls Of AI by Matthew Glanville. Director of Assessment at The International Baccalaureate.

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Guidance On Artificial Intelligence: 3 shorts audios

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Guidance On Artificial Intelligence: 3 shorts audios

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2.Using Coursework To Support Students:

https://vimeo.com/832700884?share=copy

3.How Your Students Can Correctly Reference AI Tools: https://vimeo.com/832697565?share=copy

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Guidance On Artificial Intelligence: Making Students Aware Of The Pitfalls Of AI

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Webinar: Developing Ethical AI Users in the IB Classroom

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Webinar: Developing Ethical AI Users in the IB Classroom

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Presenter: Allison Navas

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Artificial Intelligence for IB Educators 

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Artificial Intelligence for IB Educators 

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Participant webinar Workbook by Allison Navas

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PD: AI in the classroom for DP educators

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PD: AI in the classroom for DP educators

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Explore this resource to learn about AI tools that can be applied in the DP classroom.

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17th November and 18th December 2023 global poll reveals IB student perceptions on AI and climate change

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17th November and 18th December 2023 global poll reveals IB student perceptions on AI and climate change

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Link to the results: https://www.publicfirst.co.uk/wp-content/uploads/2024/09/IB-polling-FINAL.pdf

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New global poll reveals IB student perceptions on AI and climate change

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The latest findings from a survey carried out for the International Baccalaureate (IB) by Public First revealed that young people in IB World Schools are positive about their own future but pessimistic about the future of the planet.

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Integrating AI with the IB learner profile | 

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Integrating AI with the IB learner profile | 

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Developing future-ready students with the IB learner profile by John Mikton

IB World Schools and educators over the years have developed an immense amount of expertise and created learning experiences to support students and guide the teaching and learning with the 10 IB learner profile attributes:

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Integrating AI with the IB learner profile

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I was asked to share some reflections on the topic of Artificial Intelligence for the IB Community Blog which appeared October 16, 2023 in assessment, Classroom culture Bois-Bogy Switizerland Photo…

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AI in Education Project-Based Learning

Ethics and Biases

Developing Critical Thinking

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Authenticating Student Work in the AI Era: An International Baccalaureate Teacher's Perspective

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Authenticating Student Work in the AI Era: An International Baccalaureate Teacher's Perspective

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Authenticating Student Work in the AI Era: An International Baccalaureate Teacher's Perspective

By Michele Lackovic

7 minute read

Key Takeaways:

As I watch my 11th grade International Baccalaureate (IB) students work with Khanmigo, Khan Academy's AI tutor, to refine their Extended Essay research questions, the dual nature of AI in education becomes increasingly clear. While AI tools can effectively support student learning, teachers remain the first and most important line in authenticating student work. As both a classroom teacher and someone who has facilitated AI workshops for over 3,000 educators, I see daily that teacher authentication is key in maintaining academic integrity for student assessments and coursework.

The Authentication Challenge

AI detection software isn't the definitive solution it once promised to be. Even companies like Turnitin acknowledge that AI detection tools shouldn't be the sole determinant of authenticity, as these tools work by identifying patterns rather than exact matches. This can lead to false positives, particularly for students writing in their second language who may use more patterned language structures.

The limitations of AI detection have led some educators to shift their focus to document history tracking, but this too has proven to be an exhausting and futile endeavor.

Even as educators scrutinize document histories for signs of AI-generated content being pasted in, new tools are emerging to circumvent these checks. For example, philosophy professor Graham Clay recently demonstrated how OpenAI's Operator can simulate authentic writing processes in Google Docs - creating natural-looking version histories complete with gradual typing, typical errors, and realistic breaks between sections.

While students may not currently use such tools, their existence shows why we need to move beyond technological policing of student work.

The IB's Framework for Authentication

The IB system recognizes that teachers know their students' capabilities, writing voices, and thinking patterns best. For decades, the IB's mandatory scaffolded assessment process has served a dual purpose: guiding students through complex thinking and writing tasks while naturally authenticating their work through close teacher supervision. This built-in verification system remains as relevant in the AI era as it was in the past. That's why teachers must authenticate work before it's submitted for external assessment and moderation.

The IB's Academic Integrity Policy establishes a clear framework for AI use (International Baccalaureate Organization, "Appendix 6: Guidance on the use of artificial intelligence tools" 53-55). Building on this foundation, the IB's "Evaluating 13 Scenarios of Using AI in Student Coursework" provides specific guidance for teachers and students:

Appropriate AI Use:

Summarizing key points and suggesting references (with student understanding)

Exploring alternative viewpoints (with independent investigation)

Generating essay structure templates (with acknowledgment)

Inappropriate AI Use:

Moving Toward Process-Based Authentication

Leon Furze's AI Assessment Scale offers helpful guidance for teachers navigating this new landscape. Moving away from simple "permitted/not permitted" distinctions, it now provides nuanced guidance for integrating AI tools authentically and transparently into the learning process.

At our school, we've transformed how we approach summative writing assessments. Our Extended Essay student-centered professional development exemplifies this evolution. In a full day workshop, students learn the complete research process - from initial questioning to final citation - with AI tools integrated naturally into each step.

Librarians, subject-area expert teachers, and coordinators work together, providing immediate guidance as students learn to use these tools effectively.

We've similarly redesigned our approach to course-based summative assessments. The HL Essay in Language A Literature is now developed largely in class, where teachers can meet with students individually and peers can engage in discussion. While AI writing tools can provide structured guidance, there's no replacement for having a teacher present during the writing process to understand individual student needs and provide contextual feedback.

Practical Authentication Strategies

These authentication principles can be translated into concrete classroom practices that support both learning and academic integrity. In my classroom, I've found success with:

1. Real-Time Engagement

2. Evidence of Process

3. Mixed Assessment Approaches

The Heart of Teaching

I recently watched a talk show where an AI professional development trainer and a philosophy professor debated the role of AI in education. While one advocated embracing AI tools and the other rejected them entirely, I found myself thinking: we can do both. The key is sequence - having students do the heavy lifting of reading and analysis first, then using AI to extend their thinking. Without teacher guidance in this process, students may never learn the value of doing the foundational work themselves.

We are in a world where the teacher's role is more important than ever. The challenges are real. As AI tools advance, students face temptation to shortcut their learning. But with these challenges come opportunities for sophisticated research, deeper analytical discussions, and the development of critical evaluation skills. It is precisely in navigating these opportunities - knowing when to embrace AI tools and when to rely on traditional methods - that teacher expertise becomes indispensable.

The path forward isn't about dramatic overnight changes. It's about taking small steps, experimenting thoughtfully, and gradually finding what works for our students and our teaching style.

The workplaces our students will enter expect proficiency with AI tools. By focusing on process, engagement, and demonstration of understanding, we can help them develop both the technical and ethical skills they'll need - one step at a time.

After all, isn't this what good teaching has always been about? Meeting students where they are, guiding them through new challenges, and helping them grow into capable, ethical learners - no matter what tools they're using.

Visit www.myibsource.com for more information

About the Author: Michele Lackovic teaches IB Literature and Theory of Knowledge at Suncoast Community High School, where she coordinates both MYP and CAS. An IB workshop leader specializing in Literature and examiner for Extended Essay and Language A, she leads professional development in AI integration and recently facilitated an AI in IBEN Practices webinar with nearly 3,000 global attendees. She is the author of Pearson's English A Literature for the IB Diploma and holds degrees from Penn State and UCLA.

Works Cited

International Baccalaureate Organization. "Appendix 6: Guidance on the use of artificial intelligence tools." Academic Integrity Guide, International Baccalaureate, March 2023. Accessed 15 February 2025.

International Baccalaureate Organization. "Evaluating 13 Scenarios of Using Artificial Intelligence (AI) in Student Coursework." International Baccalaureate, 2024. Accessed 15 February 2025.

OpenAI. "Impressionistic Digital Artwork of Writing and AI Authentication." ChatGPT (DALL-E), 17 Feb. 2025.

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Authenticating Student Work in the AI Era: An International Baccalaureate Teacher's Perspective

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Discover top IB and SEL curriculum resources with IB Source. Serving over 5,000 global schools, we simplify procurement and expand resource choices for educators. Elevate your educational materials today.

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A Frank Chat(bot) with AI: Using AI for Genuine Inquiry

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A Frank Chat(bot) with AI: Using AI for Genuine Inquiry

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All-in-one virtual event platform | Zoom Events

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From Curiosity to Competency: How Students Became AI Implementation Partners

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From Curiosity to Competency: How Students Became AI Implementation Partners

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Discover top IB and SEL curriculum resources with IB Source. Serving over 5,000 global schools, we simplify procurement and expand resource choices for educators. Elevate your educational materials today.

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Explore this resource to learn about AI tools that can be applied in the MYP classroom.

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Explore this resource to learn about AI tools that can be applied in the MYP classroom.