Developing AI-literate graduates through a university-wide approach

When AI tools began transforming teaching, learning and assessment, the University of Liverpool recognised the need for a clear institutional approach. Staff and students were already experimenting with AI in different ways, but understanding, expectations and levels of experience varied widely.

Keen to avoid segmented initiatives across the institution, the university chose a coordinated approach. Led by an AI in education working group co-chaired by Gita Sedghi, associate pro-vice-chancellor for education in science and engineering, and Tünde Varga-Atkins, senior educational developer in the Centre for Innovation in Education, the university brought together expertise from across the institution to develop a shared vision, strategy and action plan for AI in education.

The work aligns closely with the university's strategy 2031 places digital and AI capability as central to student success. Furthermore, the university-wide curriculum review aims to embed one of the principles of the Liverpool Learning Framework, digital and AI technologies as an enabler of learning and teaching, into the curriculum.

For Tünde, the goal was clear from the outset.

"A key part of that is to embed digital and AI technologies in the curriculum."

At the heart of the university's approach is a shared vision to develop graduates who can use AI responsibly, critically and effectively, not just during their education at Liverpool, but in their future careers. The vision focuses on integrating digital, AI and generative AI technologies into learning and teaching while fostering critical thinking, digital literacy and equitable access to technology.

The strategy is built around four connected strands:

• students' development of critical and ethical AI literacy
• staff development, training and support to build confidence
• tools, resources, infrastructure and policies
• employability and industry alignment

Together, these strands provide a framework for embedding AI across learning, teaching and student experience while ensuring graduates are prepared for a rapidly changing workplace.

For Gita, everything the university does links back to a core objective.

"Whatever we do is to support our AI in education vision, developing graduates who are AI enabled and career ready."

Turning challenges into opportunities

As AI tools became more widely available, the university identified several barriers to adoption.

Some staff were enthusiastic but unsure where to start. Others lacked confidence in their skills and knowledge. Questions around academic integrity and responsible use created additional uncertainty and lacked a joined up approach which varied across departments. Gita said:

"Some staff wanted to use AI, but they didn't have confidence to do it. Another key area was around knowledge, ability and skills, which staff had to varying degrees. Another challenge was the lack of a secure data environment."

AI in assessment

One of the key areas requiring attention was assessment. Feedback from staff and students highlighted uncertainty around what constituted acceptable use of AI tools and how these technologies could be incorporated into different forms of assessment. To address this, the university developed a tiered assessment framework designed to give students greater clarity while allowing academic teams flexibility to make decisions based on disciplinary needs and learning outcomes.

The framework helps create consistency across the institution while reducing anxiety among students who may be unsure whether particular uses of AI are permitted.

Tünde recalled hearing concerns from students such as:

"I've put something in Google and it showed me an AI response, am I going to be in trouble?"

By making expectations more explicit, the university hopes to support both academic integrity and informed use of AI technologies.

Building staff confidence when using AI

The university recognised that supporting students effectively would require staff development too. As a result, the university focused on creating multiple pathways for colleagues to develop their understanding of AI most notably sharing emerging practices with one another across an online university wide platform.

Alongside participating in Jisc's bespoke in-house AI training workshops, staff have access to webinars, communities of practice and self-directed learning opportunities. The university is also planning peer mentoring schemes to help colleagues learn from one another and share emerging practice. Tünde said:

"It's not only the tools and technical ability. It's AI literacy, judgement and confidence."

The university has already seen growing engagement among staff and students, with both groups asking more questions and exploring AI in greater depth. Notably, conversations have shifted from broad concerns about the technology to more detailed and specific questions about how AI can now be successfully applied within particular contexts relevant to university subjects.

Looking ahead

While technology has been the catalyst for change, the university has been careful to keep learning and teaching at the centre of its decision-making. Rather than adopting AI for its own sake, it has focused on understanding how these technologies can support educational values and improve student outcomes.

The university's AI strategy will continue to evolve alongside its new curriculum framework. Its long-term ambition is for students to develop AI literacy and capability development throughout their studies, in ways that reflect and are relevant to their discipline and future career. Building on the four strands of its strategy, the university will continue to strengthen guidance, support staff and create opportunities for students to engage critically with AI.

For Gita, success is ultimately about the outcomes for graduates.

"Success would be developing career ready graduates who are capable of using a range of AI tools responsibly, confidently, transparently and purposefully."

As AI continues to reshape education and employment, the University of Liverpool's is embedding AI capability across the student experience through curriculum design, staff development and policy and employability initiatives. Liverpool’s ambition is to equip students with the skills, judgement and adaptability needed in an AI-enabled world.