Reglur, sveigjanleiki og siðferði: Gervigreind í íslenskum og norrænum háskólum

Artificial intelligence is transforming university practices across the Nordic region, calling for new ethical and strategic responses. This study examines how universities in Denmark, Finland, Iceland, Norway and Sweden have developed policies, frameworks and guidelines for the use of AI in teaching and learning. Particular emphasis is placed on the situation in Iceland and how Icelandic institutions approach this emerging field.

The Icelandic higher education system is characterised by more flexible and less prescriptive guidelines than those found in many other Nordic countries. Icelandic universities emphasise the creative potential of AI and encourage active participation from teachers and students in shaping responsible use. This approach aligns with the Icelandic government’s broader openness toward innovation and educational technology. In comparison, Finnish and Swedish institutions have developed more detailed and stringent frameworks, particularly regarding ethical principles, data protection and transparency. In Norway and Denmark, greater emphasis is placed on technological infrastructure.

The study highlights shared policy priorities across countries, such as teacher responsibility, transparency in how students use AI and the importance of ethical practice. At the same time, clear differences emerge regarding implementation, training and regulatory clarity. The findings provide insight into opportunities for increased collaboration and further development of guidelines for the responsible use of AI in higher education.