What should students practise when AI can draft a proposal?
AI can assist drafting and organisation, while students still need to define problems, verify claims, understand users, explain choices and take responsibility. Look for their ability to identify weaknesses and improve work using evidence.
FINGY learning guidance and teaching examples · Sources checked 11 October 2026.
Let the student define the problem
Asking AI for a good project leaves users, constraints and success criteria unspecified. Students should first explain the difficulty, intended change and available resources. UNESCO’s student framework emphasises a human-centred approach and critical judgement. The exercises below are FINGY guidance, not UNESCO certification of a programme.
View sources ↓Separate facts, assumptions and suggestions
AI-generated figures, quotations or references may be inaccurate. Attach a source, date and scope to important claims. When evidence cannot be found, mark the claim for investigation instead of building calculations or arguments on it. Judgement includes recognising when information is insufficient.
Distinguish simulated answers from user feedback
AI can help draft interview questions, but simulated answers are not user interviews. Students need appropriate permission and safeguards when seeking feedback. If users are unavailable, label the proposal as a hypothesis and make a sketch for discussion rather than claiming market validation.
Explain the work and take responsibility
Students should explain where AI contributed, what they checked and why they retained or changed its output. Avoid entering personal details into public tools. Check the course or event’s rules for AI use and disclosure. Finally, ask the student to explain important choices without relying on the prompt history.
Review an AI-assisted proposal
FINGY learning guidance
| Look at | What to do |
|---|---|
| Problem | Can the student explain the users, need and constraints? |
| Evidence | Can important figures be traced to original sources? |
| Feedback | Which findings are real feedback, and which are simulations or assumptions? |
| Responsibility | Can they explain the tool’s contribution, their revisions and remaining questions? |
Check before deciding
Ask a tool to draft a school book-swap proposal without personal information. Select three claims affecting the plan and classify each as a fact, assumption or suggestion. Verify one important fact, revise the proposal and retain both versions. Explain which decision the check changed.
Does writing good prompts establish AI competence?
Prompting is one part of tool use. UNESCO’s framework also covers human agency, ethics, technical applications and system design. For a current project, check reliability, suitability for users and the student’s understanding of their decisions.
Sources
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