| The rapid integration of Large Language Models (LLMs) and Generative Artificial Intelligence (GenAI) in higher education is reshaping the academic landscape, creating major pedagogical opportunities while also raising complex ethical dilemmas. Despite the existence of international regulatory principles, universities often struggle to translate abstract values into actionable guidance for everyday practice. This paper presents the “Guide of ethical use of LLM generative AI Systems in Higher Education” developed within the ADMIT research project to bridge the gap between policy and implementation. The study adopts a mixed-methods design, combining a systematic analysis of institutional texts and AI-related policies from 18 leading European universities with qualitative evidence from targeted focus groups. Applying a taxonomy of ethical dimensions, the findings map the distinct challenges faced by key academic stakeholders: educators as critical curators of content, students as autonomous yet accountable users, and administrators as stewards of governance, equity, and compliance. The resulting framework provides clear, context-sensitive recommendations that support responsible AI adoption while safeguarding academic integrity and inclusion. |
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