ChatGPT-3 Policies in the Making

Since its launch in November 2022, ChatGPT-3 has generated substantial discussion on its potential impact on various domains, including higher education. Canadian universities have responded to the growing use of ChatGPT by updating their policies and guidelines. However, these policies are dominantly geared toward the general university communities and sparse discussions are focusing on ChatGPT-3 policy making in relation to international students in Anglophone universities. This chapter draws on findings from document analysis of ChatGPT policies and guidelines as published on Ontarian universities and identifies critical issues prioritized by the institutions in terms of academic integrity challenges, authorship and data privacy, digital equity and inclusion, and educational values and innovations. The results reveal the institutions’ contrasted attitudes toward ChatGPT usage in the educational process inspired by creativity and innovations and in the educational outcome measured by assessments. Informed by deep learning and plurilingualism theories, we argue that international students’ language needs remain as a “blind spot” in current university policies and universities must recognize and support diverse language needs to foster a more inclusive learning environment. We further discuss strategies to navigate these challenges and opportunities and accommodate international students’ language needs in an AI-infused plurilingual classroom and call for a re-imaging of HE not only inspired by plurilingualism but also enriched with human–technology intra-actions.