In this post, Dr Miguel Hernández argues that it is imperative for historians to introduce our students to responsible use of Generative AI, particularly given the growing ubiquity of the technology in search tools. Miguel explains the steps taken by his Department in response to an institution-wide call for specific policies on AI use in assessments, and explains in useful detail the process of developing a set of principles for Generative AI use for history students. This post is part of a series commissioned by the Royal Historical Society on 'AI and History Teaching in UK Higher Education' in Autumn 2026. The series includes a range of perspectives on the uses and limitations of Generative AI and LLMs from history educators and research academics.

In this post Dr Jesús Sanjurjo reflects on lessons learned from the use of AI in The Prison Blueprint Project, a research project led by the University of Strathclyde with the National Archive of Cuba and the universities of Glasgow and Havana, and supported by the UK Economic and Social Research Council. Jesús explains how he plans to draw four lessons from his research into his classroom this academic year. This post is part of a series commissioned by the Royal Historical Society on 'AI and History Teaching in UK Higher Education' in Autumn 2026. The series includes a range of perspectives on the uses and limitations of Generative AI and LLMs from history educators and research academics

In this post Dr Dave Hitchcock reflects on the limitations of AI in history classrooms, and the importance of teaching the thought-work that necessarily contributes to history making. The article concludes with '8 Considerations for Large Language Models and the Teaching of History'. This post is part of a series commissioned by the Royal Historical Society on 'AI and History Teaching in UK Higher Education' in Autumn 2026. The series includes a range of perspectives on the uses and limitations of Generative AI and LLMs from history educators and research academics.