BETWEEN TECHNIQUE AND RESPONSIBILITY: SOFT LAW AND AI GOVERNANCE IN EDUCATION AND RESEARCH

Abstract

The integration of generative artificial intelligence (GenAI) into higher education has transformed teaching, learning, and research practices, expanding opportunities while raising ethical challenges, operational risks, and concerns regarding authorship and research integrity. Objective: To analyze the potential of soft law instruments as guiding frameworks for developing AI governance literacy in academia. Methodology: This qualitative, exploratory, and descriptive study employed bibliographic and documentary research methods. The corpus comprised scholarly publications published between 2019 and 2025, as well as normative and policy documents, with particular emphasis on UNESCO guidelines and the recommendations manual developed by the Federal University of Uberlândia (UFU). Results: The findings indicate that predominantly technical approaches to digital literacy are insufficient to address the complexity of generative AI systems, highlighting the need for AI governance literacy focused on informed decision-making and human responsibility. Soft law instruments demonstrate pedagogical value and regulatory flexibility in the context of evolving formal legal frameworks, providing guidance on transparency, human oversight, and research integrity. Conclusion: Soft law instruments can serve as formative bridges toward critical autonomy in higher education, supporting the academic community in making informed decisions about when, why, and under what conditions AI should be used.