Tallinn University of Technology

Good practices | Academic information

Table of Contents

    Good practice guidelines

    Academic Ethics Committee

    Ethical People in an Ethnical University

    In 2023 study materials titled Ethical People in an Ethnical University were created. A course Fair Play is aimed at learners to introduce the principles of academic honesty (3 hours). Enrol on Moodle. 

    Artificial intelligence (AI) tools can support learning, teaching and feedback, and help develop new ways of working and learning. Their use in teaching and learning is generally permitted when it supports the achievement of learning outcomes, unless the lecturer has specified otherwise for the course or for a particular assessment task.

    Conditions for the use of AI

    The lecturer responsible for the course determines whether and to what extent AI may be used in teaching and learning. The applicable conditions are set out in the extended syllabus and, where necessary, specified further for individual tasks. The lecturer also informs students whether and how they use AI in teaching, providing feedback or supporting assessment.

    Using AI to support learning

    AI may be used, for example, to develop ideas, explain concepts, structure learning materials, translate content, obtain feedback, and support analysis or programming.

    Student responsibility

    The student is fully responsible for the content and quality of any work submitted for assessment, the accuracy of the analysis and results, and the correctness of references. AI-generated output may contain errors, fabricated references or excessive simplifications. Students must therefore verify important claims, calculations, references and conclusions using reliable sources or other appropriate methods and be able to justify their choices and results.

    Use of AI in written assignments and theses

    AI may be used in the preparation of written assignments and theses if it does not replace the student’s independent intellectual contribution. The student must make the key substantive decisions themselves, understand the content of the submitted work, and be able to explain the solutions used, the analysis and the conclusions.

    If the use of AI has had a significant impact on the content or outcome of the work, the student must describe which tool was used, for what purpose and to what extent. AI-generated output does not replace primary sources used to substantiate claims. If AI-generated output is itself the object of study or material being analysed, it must be appropriately referenced and its origin and use must be described.

    Data protection and security

    When using AI tools, personal data protection, confidentiality and information security requirements must be observed. TalTech encourages the use of centrally managed AI tools (ChatGPT EDU and Microsoft 365 Copilot). Personal data, confidential information or restricted-access information must not be entered into public AI tools or AI tools that are not centrally managed by the university without prior approval. The selection of an appropriate tool and the use of data must comply with Tallinn University of Technology’s Rules for the Use of Artificial Intelligence.

    Additional guidelines for teaching staff.

    Further information

    At TalTech, students can give feedback twice a year using ÕIS.

    Your feedback is very important:

    • for you in order to analyse and reflect on your semester's work;
    • for the lecturer in order to develop and improve his or her course and teaching skills;
    • for the programme director in order to improve the courses and ensure high quality of teaching;
    • for the Human Resources Office and Office of Academic Affairs in order to provide more efficient support for the professional development of the lecturers;
    • for the management of the university in order to take the students' opinion into consideration when taking decisions.

    The feedback survey is totally anonymous. The results will be presented only in aggregate form.

    The feedback process at TalTech is governed by the "Procedure for requesting and taking into account feedback on teaching and courses".

    TalTech students have formulated and written good practice to follow when giving feedback.

    Good feedback is:

    • based on self-analysis - it is very important to consider one's own contribution when evaluating teaching. A lecturer may make every effort to help students, but ultimately each student must take responsibility for his/her learning.
    • polite - lack of respect, rudeness, etc. do not help a lecturer or programme director to improve a course or study programme.
    • justified – ... , because ...". The points in the questionnaire provide a good indication, but explanations are important in order to improve the quality.
    • objective – emotions should be left out of feedback, sometimes it is useful to wait a bit before giving feedback and analyse one's own action in parallel with the lecturer's activities in order to get to the core of the matter.
    • constructive – lecturers and programme directors use student feedback to improve their work. This can be done if the feedback provides an opportunity for that, i.e. it is based on observations and facts and is accurate (the comments concern the activities of the selected lecturer, etc.).
    • for expressing praise  – recognition of a lecturer's good work motivates and encourages the lecturer to step up his/her efforts.

    Good Practice for Learning and Teaching is an agreement between members of Tallinn University of Technology aimed at promoting and supporting learning and teaching.

    • Participants are aware of the possibilities of the online environment to ensure that the learning takes place with high-quality audio and video. The microphone is switched on only when speaking, in order to avoid possible noise in the audio channel. Using a headset significantly improves the audio quality. The video quality is ensured by a stable internet connection.
    • The student and the lecturer both participate in online learning. if the teacher asks the student to keep the camera on during the lecture, it is polite to do so. This makes it easier to initiate discussions and direct students to co-operation, which ensures two-way feedback and better mutual understanding.
    • Those who wish to speak indicate this by raising the hand icon.
    • If a lecturer wishes to record a lecture given on the web, he/she informs the audience in advance before the lecture starts.
    • All the lectures and seminar materials are the intellectual property of the University and may not be recorded without permission.
    • If a lecturer does not want students to record the lecture, he/she informs the audience in advance before the lecture starts.
    • A student who wishes to record an online lecture may do so with the permission of the lecturer.
    • The University has the right to delete web lectures recorded by the student, if recording has not been previously approved by the lecturer.
    • The recording of lecture may be shared with third parties with the permission of the lecturer.
    • The Parties shall respect each other's wishes to maintain privacy and shall treat intellectual property in accordance with the agreements reached between the Parties.

    • In case of unauthorized distribution of a lecture recording, a lecturer as the author of lecture materials or the University as the holder of copyright-related proprietary rights may demand compensation for proprietary and non-proprietary damage, termination of illegal use and prevention of further infringement, extradition and destruction of unauthorized copies.

      Assessment and knowledge evaluations (including exams)

    • If assessment is conducted in an online environment using monitoring software, students must provide written consent that can be reproduced for verification. If a student does not agree to this, alternative methods of knowledge evaluation must be provided, such as conducting the assessment under special conditions in-person or orally via video conferencing. See monitoring of knowledge assessmesnts for further details.

    • Information regarding the organization of the exam (including whether monitoring will be used) and the exam schedule must be made available to students at least four weeks before the first exam takes place, preferably at the start of the semester.


    For questions regarding the conduct of assessments/knowledge evaluation (including exams), please seek advice and assistance primarily from the instructor teaching the course. If needed, you may also contact the program director of your study program.