From bans to balance: co-creating AI policies with students in the EFL classroom

Abstract

The rapid generalisation and widespread access to generative artificial intelligence (AI) tools has outpaced institutions' ability to develop adequate policies. Students across all levels of education are already experimenting with AI-powered tools for tasks ranging from essay writing to brainstorming project ideas. Educators face an urgent dilemma: how should classrooms respond when regulation lags behind technological adoption? This article presents a bottom-up approach to AI policy-making, with pre-service EFL teachers in a C2.1 English class at the Faculty of Arts and Humanities, University of Porto. Through collaborative discussion and co-construction of rules, students developed a nuanced AI policy that balanced opportunities with responsibilities. The experience highlights both the risks of avoidance and bans, and the potential of participatory policy-making to foster AI literacy, accountability, and meaningful digital practices.