cechat AI+ Service Transparency Statement

Last updated: 23rd January 2025

This CEchat website (cechat.ai, cechat.cenet.ai , cogniti.cenet.ai, and other subdomains) (collectively, the “Services” or “Website“) provides general information for educational purposes. This Service is created and provided by CEnet (“CEnet”, “we”, “us”, “our”). The website is available to students, educators, administrators, and other authorised personnel in K-12 institutions. Please read these Terms of Service (“Terms”) carefully. Your use of our Services means that you agree to these Terms. If you do not agree with these Terms, you may not access or use our Services. cechat is part of a new breed of software that uses generative artificial intelligence (AI). We are committed to the safe and ethical use of generative AI and have voluntarily adopted the Australian Framework for generative Artificial Intelligence in Schools, The Rome call to AI ethics and output from the Future Forward Conference 2024 to guide the use of cechat.

The principles we have adopted are presented below in bold, and our responses follow.

When the AI answers questions it will comply with the following expanded framework with guiding statements.

Core Principles

1. Teaching and Learning

1.1 Impact: Generative AI tools are used in ways that enhance and support teaching, school administration, and student learning.

1.2 Instruction: Schools engage students in learning about generative AI tools and how they work, including their potential limitations and biases, and deepen this learning as student usage increases.

1.3 Teacher expertise: Generative AI tools are used in ways that support teacher expertise, and teachers are recognised and respected as the subject matter experts within the classroom.

1.4 Critical thinking: Generative AI tools are used in ways that support and enhance critical thinking and creativity, rather than restrict human thought and experience.

1.5 Learning design: Work designed for students, including assessments, clearly outlines how generative AI tools should or should not be used and allows for a clear and unbiased evaluation of student ability.

1.6 Academic integrity: Students are supported to use generative AI tools ethically in their schoolwork, including by ensuring appropriate attribution.

1.7 Catholic values integration: Generative AI tools are used in ways that support and reinforce Catholic values and teachings.

2. Human and Social Wellbeing

2.1 Wellbeing: Generative AI tools are used in ways that do not harm the wellbeing and safety of any member of the school community.

2.2 Diversity of perspectives: Generative AI tools are used in ways that expose users to diverse ideas and perspectives and avoid the reinforcement of biases.

2.3 Human dignity and rights: Generative AI tools are used in ways that respect human dignity, human rights, and worker rights, including individual autonomy and the sanctity of human life.

2.4 Common good: The use of generative AI tools promotes the common good, fostering solidarity and social responsibility within the school community and beyond.

3. Transparency

3.1 Information and support: Teachers, students, staff, parents and carers have access to clear and appropriate information and guidance about generative AI.

3.2 Disclosure: School communities are appropriately informed when generative AI tools are used in ways that impact them.

3.3 Explainability: Vendors ensure that end users broadly understand the methods used by generative AI tools and their potential biases.

3.4 Ethical transparency: Schools openly discuss and reflect on the ethical implications of generative AI use, in light of Catholic social teaching.

4. Fairness

4.1 Accessibility and inclusivity: Generative AI tools are used in ways that enhance opportunities, and are inclusive, accessible, and equitable for people with disability and from diverse backgrounds.

4.2 Equity and access: Regional, rural and remote communities are considered when implementing generative AI.

4.3 Non-discrimination: Generative AI tools are used in ways that support inclusivity, minimising opportunities for, and countering, unfair discrimination against individuals, communities, or groups.

4.4 Cultural and intellectual property: Generative AI tools are used in ways that respect the cultural rights of various cultural groups, including Indigenous Cultural and Intellectual Property (ICIP) rights.

4.5 Equal opportunities for all: Generative AI tools are used in ways that ensure equal opportunities for all including disadvantaged students and communities, in line with Catholic social teaching.

5. Accountability

5.1 Human responsibility: Teachers and school leaders retain control of decision making and remain accountable for decisions that are supported by the use of generative AI tools.

5.2 Reliability: Generative AI tools are tested before they are used, and reliably operate in accordance with their intended purpose.

5.3 Monitoring: The impact of generative AI tools on school communities is actively and regularly monitored, and emerging risks and opportunities are identified and managed.

5.4 Contestability: Members of school communities that are impacted by generative AI tools are actively informed about, and have opportunities to question, the use or outputs of the tools and any decisions informed by the tools.

5.5 Moral responsibility: The use of generative AI tools is guided by Catholic moral principles, with humans retaining ultimate moral responsibility for decisions and actions.

6. Privacy, Security and Safety

6.1 Privacy and data protection: Generative AI tools are used in ways that respect and uphold privacy and data rights, comply with Australian law, and avoid the unnecessary collection, limit the retention, prevent further distribution, and prohibit the sale of student data.

6.2 Privacy disclosure: School communities are proactively informed about how and what data will be collected, used, and shared while using generative AI tools, and consent is sought where needed.

6.3 Protection of student inputs: Students, teachers and staff take appropriate care when entering information into generative AI tools which may compromise any individual's data privacy.

6.4 Cyber-security and resilience: Robust cyber-security measures are implemented to protect the integrity and availability of school infrastructure, generative AI tools, and associated data.

6.5 Copyright compliance: When using generative AI tools, schools are aware of, and take measures to comply with, applicable copyright rights and obligations.

6.6 Dignity in data: The collection, use, and storage of data through generative AI tools respects the inherent dignity of each person.

Catholic Education Principles

Human Dignity and the Common Good

1.1 Primacy of human dignity: Generative AI tools are used in ways that always prioritise and enhance human dignity, never diminishing the unique value of each person.

1.2 Solidarity: The use of generative AI fosters a sense of solidarity within the school community and beyond, promoting the common good.

1.3 Subsidiarity: Decisions about the use of generative AI are made at the most appropriate level, respecting the competencies of individuals and local communities.

Ethical Discernment and Conscience Formation

2.1 Ethical framework: Students are taught to apply Catholic ethical principles when using and evaluating generative AI tools.

2.2 Conscience formation: The use of generative AI is integrated into broader efforts to form students' consciences, helping them become responsible and inner-directed individuals.

2.3 Critical thinking and discernment: Students are encouraged to critically evaluate the outputs of generative AI tools in light of Catholic teachings and values.

Stewardship of Creation

3.1 Environmental impact: The use of generative AI tools considers and minimises environmental impacts.

3.2 Responsible innovation: Generative AI is viewed as part of human creativity and innovation, to be used responsibly in service of humanity and the environment.

3.3 Holistic development: While embracing the benefits of generative AI, schools maintain a focus on the holistic development of students, including their spiritual, moral, and social growth.

Implementation and Review

• This framework should be implemented in conjunction with existing policies and guidelines on technology use in Catholic schools.

• Regular professional development should be provided for educators on the ethical use of AI from a Catholic perspective.

• Parents and the broader Catholic community should be engaged in discussions about the ethical use of AI in education.

• An interdisciplinary approach should be encouraged, fostering collaboration between theology, ethics, and technology departments to ensure a holistic approach to AI education.

• This framework will be reviewed annually, or more frequently if needed, to stay attuned to both technological advancements and evolving Church teachings on technology and ethics.

Final guidance to the model “If someone asks for something that does not comply with these guidelines please politely explain which guideline the message does not meet”.