KI und Schreiben

The ready availability of powerful generative AI tools has led to heated discussions among faculty, students, administrators and others about the character and function of academic and scientific writing. We have been following and contributing to this debate about AI and its impact on learning, critical thinking, and the development of writing skills, both here at Leuphana and in various other professional contexts. In the following, we describe some of the activities and resources that have been developed at our institution, with different institutional partners, and within our professional networks.

(1) With our AI Writing Lab, we provide a forum for students, faculty, and administrators to debate how AI could and should shape the way we learn and teach writing at Leuphana and beyond. We also consider how the AI tools available to the Leuphana community could be used to facilitate learning, foster critical thinking, and writing in line with the principles of academic integrity and good scientific practice.

(2) Before making any decisions about AI course policy, most researchers and instructors need to reflect on their experiences with and attitude toward (generative) AI. This interactive tool focusing on writing and AI can be used by individuals and institutions as a starting point for reflection. We are happy to provide guidance on how to use this tool for your purposes and to facilitate conversations in your specific context. Feel free to contact us by sending an e-mail at schreibzentrum@leuphana.de.

(3) An interdisciplinary working group on the legal dimensions of AI, which includes members from different universities in Lower Saxony, has developed a guideline for documenting the use of AI tools. This document, which could provide guidance for both instructors and students, is available for download here (in German):

Baresel, Kira / Eube, Cornelia / Knorr, Dagmar / Lutter, Ly / Nys, Jasmin De / Röben, Marieke (2024): KI-Gebrauch im Studienkontext dokumentieren. Hinweise und Arbeitsmaterialien. Lüneburg. https://doi.org/10.48548/pubdata-1476

Since the summer of 2025, this working group has developed teaching scenarios and instructional formats in light of current legal and ethical guidelines determining the use of AI in higher education in Lower Saxony. In case you would like to join this group, please request access to the group “KI – Rechtliches” via Academic Cloud.

(4) Researchers working on the impact of generative AI on academic writing have begun to publish initial findings. We have contributed to two of these recent publications of note:

Brommer, Sarah / Berendes, Jochen / Bohle-Jurok, Ulrike / Buck, Isabella / Girgensohn, Katrin / Grieshammer, Ella / Gröner, Carina / Gürtl, Franziska / Hollosi-Boiger, Christina / Klamm, Christopher / Knorr, Dagmar / Limburg, Anika / Mundorf, Margret / Stahlberg, Nadine / Unterpertinger, Erika (2023): Wissenschaftliches Schreiben im Zeitalter von KI gemeinsam verantworten. Eine schreibwissenschaftliche Perspektive auf Implikationen für Akteur*innen an Hochschulen [Diskussionspapier; 27]. Berlin: Hochschulforum Digitalisierung. https://hochschulforumdigitalisierung.de/wp-content/uploads/2023/11/HFD_DP_27_Schreiben_KI.pdf
Limburg, Anika / Bohle-Jurok, Ulrike / Buck, Isabella / Grieshammer, Ella / Gröpler, Johanna / Knorr, Dagmar / Lira Lorca, Alina / Mundorf, Margret / Schindler, Kirsten / Wilder, Nicolaus (2023): Zehn Thesen zur Zukunft des Schreibens in der Wissenschaft [Diskussionspapier; 23]. Berlin: Hochschulforum Digitalisierung. https://hochschulforumdigitalisierung.de/de/news/zukunft-wissenschaftlichen-schreibens