# Large Language Models in Computer Science Classrooms: Ethical Challenges and Strategic Solutions
## 4 Suggested Guidelines for Ensuring the Ethical Use of LLMs in Academia
### Proper Guidelines for Computer Science Education  
Recognizing the need for clear guidelines and instructions specifically tailored to computer science education, we reviewed existing regulations from a selection of leading global institutions and found a significant lack of specific provisions for this field. This highlights the necessity of focusing on instructions designed for computer science studies and programming courses. General guidelines often fail to address the unique needs of computer science curricula. For example, the University of Leeds categorizes the use of LLMs for programming purposes under the \"green\" category [69], allowing their use with minimal restrictions, while this approach may be suitable for disciplines where programming is considered a supplementary tool--such as empirical research analysis--it overlooks the distinct challenges faced in computer science. This is particularly critical in introductory programming courses, in which foundational skills are developed. Decisions on whether and how to permit the use of LLMs in these courses demand careful and nuanced consideration. \begin{table}
\begin{tabular}{l l l l l l l} \hline
**University** & **Acknowledgment** & \begin{tabular}{l} **Review** \\ **Obligation** \\ \end{tabular} & \begin{tabular}{l} **Privacy En-** \\ **forcement** \\ \end{tabular} & \begin{tabular}{l} **Copyright** \\ **Issues** \\ \end{tabular} & \
\begin{tabular}{l} **Bias and** \\ **Fairness Issues** \\ \end{tabular} &
\begin{tabular}{l} **Programming** \\ **Instructions** \\ \end{tabular} \\ \hline Montreal University & No & No & Yes & Yes & No & No \\ University of Oxford & Yes & Yes & Yes & No 3 & No & Yes \\ University of & Yes & Yes & Yes & Yes & No & No \\ Pennsylvania & Yes & Yes & Yes & Yes & No & No \\ University of Pretoria & Yes & Yes & Yes & Yes 4 & Yes & Yes \\ University of & No & Yes & Yes & No & Yes & No \\ Technology Sydney & No & Yes & Yes & Yes & No & No \\ University of Utah & Yes & Yes & Yes & Yes & No & No \\ University of & Yes & Yes & Yes & Yes & No & No \\ Waterloo & Yes & Yes & Yes & Yes & Yes & Yes \\ Utrecht University & Yes & Yes & Yes & Yes & Yes & Yes \\ \hline \end{tabular}  
* \({}^{1}\) If any written or electronic source is consulted and material is used from that source, directly or indirectly, the source should be identified by the author. \({}^{2}\) Acknowledgement is unnecessary for AI tools used solely for layout, but is advised when tools introduce new semantics. \({}^{3}\) The University of Oxford’s guidance on generative AI use in academic study does not explicitly address copyright issues, but related discussions have been held in academic forums, such as seminars by the Oxford Intellectual Property Research Centre, exploring the implications of generative AI on copyright law. \({}^{4}\) When using information from generative AI in academic work, ensure proper citation and attribution to avoid plagiarism.  
\end{table} 
Table 5: Cont. To address these challenges, a detailed policy framework specifically designed for computer science education is essential. Unlike other fields, computer science demands a nuanced approach that reflects the field's specific pedagogical requirements. This could involve crafting policies at the course level or establishing a general framework differentiated by course types. In this section, we propose general policy principles that can be adjusted as needed, aligning with the specific goals and learning methods of individual courses. An appropriate and effective approach has been developed at the University of Pretoria, where detailed guidance is provided for faculty regarding leveraging GenAI to enhance teaching and learning [70]. Additionally, a dedicated guidebook was created for students. The guidance for both staff and students offers practical examples of prompts, usage methods, and comprehensive policy recommendations tailored to the diverse objectives of different courses.