Artificial intelligence (AI) has evolved rapidly in recent years, particularly with the emergence of large language models (LLMs) and generative AI tools (GenAI). What began as experimental technology has become increasingly accessible, with tools now available to assist with writing, research, analysis and creative tasks. These developments have opened new possibilities for educational content creation and scholarly work.
AI tools can process large amounts of information quickly, generate text and images, identify patterns and assist with routine tasks. For authors and educators, this technology offers potential support for various aspects of content development – from brainstorming ideas to editing drafts to creating supplementary materials.
Important Principles for using AI in OER
Remember, AI is an evolving field and its applications in OER continue to change. You should remain informed about current developments, institutional policies, and relevant guidelines to ensure compliance with best practices and ethical standards.
While AI presents genuine opportunities to streamline certain aspects of OER publishing, it's important to approach these tools thoughtfully. AI has notable limitations: it can produce inaccurate information, reproduce biases present in its training data, generates content that infringes copyright and lacks the nuanced understanding that human expertise provides. The technology works best as a collaborative tool that augments human capabilities rather than replacing human judgment and intellectual effort.
As we integrate AI into educational resource development, we must remain mindful of questions around academic integrity, equity of access, environmental impact, data privacy and the appropriate role of automation in scholarly work. Different institutions and individuals will have varying perspectives on where and how AI should be used – and that's appropriate. The goal is to make informed choices that align with your values and project needs.
When using AI in OER creation it is important to acknowledge its role clearly and openly. This includes stating which AI tools were used, what tasks they supported, the extent of human oversight and any prompts or parameters used for AI-generated text or visuals. Acknowledging these details supports transparency, helps others understand how the resource was produced and aligns with good OER practice.
These elements can be brought together in a diligence statement that summarises how AI contributed to the work and where human decisions shaped the final outcome. The ‘GenAI for Legal Practice’ OER includes a useful example of a diligence statement in its acknowledgements.
Ethical considerations should also be recognised. AI systems consume significant computational resources, which contributes to environmental impact, and many models are trained on large datasets that may contain copyrighted or culturally sensitive material. When integrating AI into OER workflows, weigh these considerations and aim to minimise unnecessary processing. Transparency, accountability and environmental responsibility should underpin all AI-supported activities.
The following sections provide practical suggestions for how AI tools might support authors and library staff throughout the OER publishing process, while emphasising the critical importance of human oversight and expertise.
The suggestions are organised according to the seven stages of the CAUL OER Collective Publishing Workflow. Whether you choose to use AI extensively, minimally or not at all in your OER project, understanding its capabilities and limitations will help you make informed decisions about your publishing workflow.
Want to learn more? Explore the UNESCO Generative AI for OER Course on OER Commons to understand how AI can enhance OER.
Adams, M. (2025). GenAI for legal practice. Swinburne University of Technology. https://oercollective.caul.edu.au/gen-ai-legal-practice