Media & Learning’s first international exchange week, held from March 17-21, 2025, hosted by FAU Erlangen-Nürnberg, provided a deep dive into the transformative role of AI in higher education. Prepared by Media & Learning Association members, the programme brought together educators and professionals to explore generative AI’s integration into teaching and learning. Key themes included AI-driven pedagogical strategies, ethical considerations, policy frameworks at both institutional and European levels and more. The week featured informative sessions, hands-on activities, and daily reflections, fostering an interactive and collaborative environment where participants could share experiences, best practices and current challenges.

Each day focused on a different aspect of AI in education, starting with an overview of generative AI and its applications in teaching and assessment. Midweek discussions revolved around broader policy frameworks, institutional guidelines, and ethical AI usage. Towards the end, the focus shifted to AI use in educational media production and curriculum integration, culminating in a final session dedicated to discussing the group’s next steps. The week concluded with the production and signing of the Fürth Manifesto on AI in Education. This document, crafted collaboratively by participants, outlines key principles and commitments for the responsible and effective integration of AI in higher education, serving as a guiding framework moving forward.

Fürth Manifesto on AI in Education

Fürth, Germany

21 March 2025

Preface

The advantages and possibilities provided by (Generative) AI can be promising for enhancing the learning of the learners, yet they cannot be taken for granted. It is crucial to ensure that the core focus remains on learning, which is an inherently complex process. This implies acknowledging that certain affordances provided by (Generative) AI may potentially harm or hinder learning, if not applied thoughtfully and with intention. Therefore, those responsible in educational institutions (e.g., educators, instructional designers, exam committees, programme directors, Boards) must carefully design learning environments and given the affordances of (Generative) AI support learners in designing their own learning arrangements. This implies embracing agency regardless of the evolving role of (Generative) AI and in society.

Principles

1. To responsibly and sustainably harness the potential of (Generative) AI in education, it is essential to equip all students, educators, and staff with AI literacy. This includes understanding how AI functions, recognising its implications, learning to creatively and meaningfully utilise AI tools in various contexts, and critically evaluate its output.
2. AI safety should be prioritised on the organisational agenda. While educators and instructional designers may not necessarily need to become technical experts, they should advocate for sufficient resources and multidisciplinary approaches to address the impacts and risks on fundamental rights, privacy and (cyber)security associated with increased AI integration.
3. From a didactical and pedagogical perspective, there is a critical need to clarify our expectations from (Generative) AI and towards the technology providers that supply these tools and services. Educators must establish and communicate a clear educational vision regarding the integration and accountable, actionable, accessible, ethical and pedagogical use of AI.
4. The rise of AI serves as a mirror reflecting outdated practices and amplifying existing gaps in educational systems. Thus, instead of viewing AI solely as a disruption, educators should use this opportunity to rethink, adapt and innovate educational practices to better serve learners’ needs in a rapidly evolving technological landscape.
5. With growing consensus that assessment practices will shift from evaluating solely final products to evaluating learning processes, clear strategies must be developed to support this transition. Policy should explicitly state that students retain full responsibility for their work, ensuring AI tools enhance rather than diminish student accountability.
6. The establishment and maintenance of tech-free spaces within educational settings is essential. These spaces foster critical reflection, creativity, and deeper human interactions, providing balance in an increasingly digital and AI-driven environment.
7. If the potential of (Generative) AI suggests growing possibilities, our education must clearly define and safeguard its core institutional purposes and values. This involves articulating precisely what educational outcomes we seek to preserve and promote, ensuring that technological advancements serve education rather than overshadow or replace its fundamental goals.

We’ll soon be inviting community members to sign the manifesto—watch this space! In the meantime, we’d love to hear your thoughts and feedback (feel free to share ti via e-mail dovile.dudenaite@media-and-learning.eu). Let’s keep the conversation going!

Join the online event “Teaching and Learning with GenAI in Higher Education“ on 10 April, from 14:00 to 15:00 CEST, to learn more about the manifesto!