This paper documents the comprehensive and collaborative process undertaken by the AI team at the Centre for Preparatory Studies, Sultan Qaboos University, Sultanate of Oman, to develop AI guidelines for students and teachers. The initiative was structured across two academic semesters—Fall 2023 and Spring 2024— that included a series of collaborative tasks crucial to the development of these guidelines. Central to this process was a collaborative literature review, which laid the groundwork for understanding AI integration in education. This review was supplemented by focus group meetings where the team evaluated prominent AI guidelines from leading universities worldwide, ensuring that global best practices were tailored to the specific context of SQU. Continuous assessment reviews were also conducted to identify potential AI vulnerabilities in the educational framework, thus ensuring the guidelines were both theoretically robust and practically viable. The process also sparked discussions on rethinking academic integrity in the age of AI. The emotional labor involved in this journey is also explored, as educators navigated the complexities of AI, experiencing feelings of both acceptance and uncertainty. The challenge of addressing student cheating using AI tools further complicated this process, necessitating a careful balance between embracing technological innovation and preserving academic integrity. Testimonials from minute meetings and interviews with AI team members provide a deeper understanding of the personal and professional challenges faced during this journey, offering insights into the dynamic and multifaceted nature of embracing AI in education.

Authors:
Alina Chirciu, Sultan Qaboos University, Oman

About the Presenter(s)
Dr Alina Rebecca Chirciu is an Assistant English Language Lecturer at Sultan Qaboos University, specializing in AI in ESL pedagogy. She serves on the Central Curriculum Committee and AI team, researching AI-enabled vocabulary learning.

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