A continuous growth of Generative Artificial Intelligence (GenAI) usage amongst students for take-home assignments is recorded. This has been proven to stimulate surface learning approaches for students rather than promoting students to solve problems independently. Teachers, concerned about their students’ reliance on GenAI tools often attempt to detect the usage of GenAI or come up with assignments that are supposedly “unsolvable” with GenAI. In this paper, we demonstrate the results of a survey conducted at Lund University amongst 23 students of the Faculty of Engineering examining how students currently use GenAI for take-home assignments and how they think the university’s policy surrounding this should be shaped. The results of this survey show that 85.7% of participants use ChatGPT for take-home assignments, while only 19% of them self-reports awareness of Lunds University current regulations. Based on the survey results, we contribute to the university teaching community by formulating recommendations for policymaking surrounding the use of GenAI for take-home assignments.
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