University of Chicago to restrict AI, personal devices in Social Sciences Core courses

The University of Chicago is set to limit the use of artificial intelligence and personal electronic devices in its Social Sciences Core courses from the 2026-27 academic year, introducing an “analog” model of classroom learning.

Under guidance issued by the university’s Social Sciences Collegiate Division (SSCD), students will generally be required to attend classes in person, use printed texts and take part in discussions without laptops, smartphones or wearable AI devices.

Recording lectures and classroom discussions will also face restrictions, according to the student-run newsletter Chicago Maroon.

The rules will apply to both students and faculty members. Students will be expected to complete coursework independently without AI assistance, while instructors will not be permitted to use AI tools for grading. Course syllabi will also be developed by human scholars.

The SSCD said the policy follows a “strong consensus” among faculty members that the Social Sciences Core is most effectively taught without AI.

“Although practices have varied course-by-course in recent years, in AY 2027 sequences are collectively designed to be taught as ‘analog’ courses,” the memo reads.

The university said the approach is intended to strengthen students’ ability to “read, write, and think” independently without developing reliance on artificial intelligence.

The policy includes limited exceptions. Faculty members can request permission to use technology for specific academic purposes, while students who require electronic devices for learning-related needs can receive reasonable accommodations.

Professors may also use AI experimentally when they consider it beneficial for a particular educational objective.

The Social Sciences Core forms part of the university’s undergraduate general education program, with students typically completing a three-course sequence in the subject area.

The decision comes amid broader efforts by universities to determine how generative AI should be incorporated into education while preserving students’ independent writing, critical thinking and analytical abilities.

The memo also noted that the university has introduced similar restrictions at its Law School. The school recently announced plans to prohibit electronic devices in most first-year core courses while developing opportunities for students to understand the role of AI in legal practice.