首先，让我搜索相关政策文件。

I need to search for more specific policy documents related to AI in humanities and social sciences education. Let me refine my search.

I need to search for more specific information about AI policies in education, particularly focusing on humanities and social sciences. Let me try a more targeted search.

Let me search for more specific information about UNESCO's AI in education policies, as they seem to be a key organization in this area.

Information Gathered

1. Initial searches have identified key international and national bodies involved in shaping AI policy, including UNESCO, the European Commission (specifically the JRC and AI Watch), and the UK Government (Department for Science, Innovation and Technology).
2. Several high-level policy documents and reports have been located, such as the UK's "National AI Strategy" and the "International AI Safety Report 2025." These documents provide a broad strategic context for AI development and safety but do not delve into specific applications in higher education disciplines.
3. A specific, relevant initiative has been identified: a collaboration between UNESCO and Beijing Normal University to create an "International Joint Laboratory for AI and Education Planning," which aims to develop tools and policies for AI in education governance.
4. The primary challenge is that the documents found so far are general. They lack the specific focus on the application of AI technology within the curriculum and pedagogy of humanities and social sciences majors at the university level.

Next Action Plan

1. The research strategy will pivot from searching for broad national policies to locating more specific, implementation-focused documents. This involves targeting guidelines, frameworks, and reports that address AI within the higher education sector directly.
2. I will conduct a more focused investigation of publications from the previously identified key organizations. The search will concentrate on the dedicated educational branches of these bodies, such as UNESCO's "AI and Education" program and the European Union's "Digital Education Action Plan," to find resources specifically addressing higher education.
3. The search will be expanded to include documents published directly by leading universities and academic consortia (e.g., The Russell Group, Association of American Universities). These institutions are more likely to have published strategic plans, white papers, or internal guidelines on the practical integration of AI into their humanities and social sciences programs.
4. Once relevant documents are identified, I will systematically extract specific policy details related to key themes: curriculum development, ethical considerations, faculty training, student assessment, and required infrastructure. This extracted data will then be synthesized and organized into the summary table as requested.

Let me search for UNESCO's specific AI in education policy documents.

Let me search for more specific information about UNESCO's AI in education policy framework, particularly focusing on higher education and humanities/social sciences.

Let me try to find more specific information about UNESCO's AI in education policies by directly accessing their website.

Let me try a different approach to find UNESCO's AI in education policy documents.

Information Gathered

1. Key international and national bodies shaping AI in education policy have been identified, including UNESCO, the European Commission, and the governments of the UK and China.
2. A foundational international policy document, the "Beijing Consensus on Artificial Intelligence and Education" (2019), resulting from a UNESCO conference, has been located. This document provides high-level recommendations for integrating AI into education.
3. National-level strategic documents have been found, such as the UK's "National AI Strategy" and China's 2018 action plan to promote AI in universities, which specifically mentions interdisciplinary links with fields like psychology and sociology.
4. The primary challenge is that the documents found so far are broad and strategic. There is a lack of specific policy documents detailing the practical application, curriculum integration, and pedagogical use of AI technology for humanities and social sciences majors at the university level within the 2020-2025 period.

Next Action Plan

1. I will begin by conducting a detailed analysis of the "Beijing Consensus on Artificial Intelligence and Education" to extract its core principles and recommendations for higher education. This will serve as a foundational framework for the report.
2. Next, I will search for subsequent policies, reports, or guidance documents published between 2020 and 2025 by UNESCO and the European Commission that build upon or implement the principles of the Beijing Consensus, with a specific focus on the higher education sector. The primary sources will be the official publication repositories of these organizations.
3. I will then shift the search to the institutional level, investigating the websites of leading universities and academic consortia (e.g., The Russell Group, Association of American Universities, League of European Research Universities). The goal is to find university-specific strategic plans, task force reports, or academic integrity guidelines concerning the use of generative AI in teaching and learning, which may contain specific provisions for humanities and social sciences disciplines.
4. Finally, after gathering a collection of relevant documents, I will systematically extract the key policy details—such as objectives, ethical guidelines, and implementation strategies—and organize this information into a structured summary table to fulfill the core requirement of the research task.

Let me examine the Beijing Consensus document I found in the search results.

Let me search for more specific policy documents related to AI in higher education, particularly for humanities and social sciences.

Let me check the European Commission's higher education package document for information on AI in humanities and social sciences.

Let me search for more specific information about AI policies in higher education, particularly for humanities and social sciences.

已掌握的信息

1. 已识别出塑造人工智能教育政策的关键国际组织（如UNESCO、欧盟委员会）和国家（如英国、中国）。这些机构发布了高层次的战略文件。
2. 已找到一份基础性的国际文件，即2019年的《北京共识》，该文件为在教育中整合人工智能提供了总体性建议，并强调了伦理、跨学科方法和人文学科的重要性。
3. 现有的国家级战略，如英国的《国家人工智能战略》，虽然提供了宏观背景，但缺乏在大学人文学科和社会科学专业中应用人工智能的具体政策细节。
4. 目前的主要挑战是，在2020-2025年期间，专门针对大学人文学科和社会科学教育中AI应用的具体、可操作的政府层面政策文件非常稀少。

下一步行动计划

1. 将研究重点从寻找宏观的国家或国际政策，转向发掘更具体的实施层面文件。这包括搜索由主要大学、学术联盟（如罗素大学集团、欧洲研究型大学联盟）和教育技术智库发布的指导方针、白皮书或工作组报告。这些机构更有可能制定了关于在教学中实际应用AI（特别是生成式AI）的内部政策或指南。
2. 系统性地分析已找到的基础性文件（如《北京共识》）和新发现的机构性文件。重点提取与课程开发、伦理考量（如学术诚信、数据偏见）、教师培训、学生评估以及基础设施支持相关的具体政策点或建议。
3. 对来自不同来源（国际、国家、机构）的政策信息进行综合与比较分析。识别不同政策层面之间的共同主题、差异和潜在的政策缺口，特别关注那些直接或间接影响人文学科和社会科学教育的条款。
4. 根据综合分析的结果，构建最终的报告。核心部分将是一个详细的摘要表格，清晰地列出每份政策文件的发布机构、日期、主要目标以及与任务相关的核心内容。表格之后将附上分析性叙述，总结趋势并提供对该领域政策格局的见解。

Let me check the National AI Strategies report from the EU to see if it contains information about AI in higher education for humanities and social sciences.

Let me check the UK's International AI Safety Report 2025 for information about AI in higher education for humanities and social sciences.

Let me search for more specific information about AI policies in higher education for humanities and social sciences.

Let me search for university-level AI policies specifically for humanities and social sciences.

Information Gathered

1. High-level international and national policy documents have been identified from key bodies like UNESCO, the European Commission, and the UK Government. These documents, such as the 2019 "Beijing Consensus on Artificial Intelligence and Education" and various national AI strategies, establish broad principles for AI in education but lack specific, actionable policies for university-level humanities and social sciences.
2. The search has revealed that recent European Union documents, particularly the "Horizon Europe Work Programme 2025," explicitly call for the integration of Social Sciences and Humanities (SSH) expertise in the development and study of AI, indicating a strategic recognition of these fields' importance.
3. The most practical and specific "policies" appear to be emerging at the institutional level within universities, primarily as guidance documents in response to the rapid rise of generative AI since late 2022. These often focus on academic integrity and practical classroom use rather than being part of a broader, top-down governmental policy.

Next Action Plan

1. The research will pivot from searching for broad governmental policies to locating specific guidance documents on the use of AI in teaching and learning published by individual universities and academic consortia.
2. The search will target the official websites of leading research universities in the UK (e.g., The Russell Group), the US (e.g., Ivy League, major public universities), and Europe. The focus will be on publications from Offices of the Provost, Vice-Presidents for Education, and Centers for Teaching and Learning, which are the most likely sources for such guidelines.
3. I will analyze these institutional documents to extract concrete policies and recommendations regarding curriculum design, student assessment, academic integrity, and ethical considerations, with a specific focus on identifying advice tailored to the unique pedagogical needs of the humanities and social sciences.
4. Finally, the information gathered from these university-level documents will be synthesized and organized into the requested summary table, contextualized by the high-level principles from the previously identified international and national frameworks.

Let me search for university-level policies on AI in humanities and social sciences education.

Let me try a different search query to find university policies on AI in teaching.

Let me try a more specific search to find university policies on AI in teaching.

Let me try a different approach to find university policies on AI in teaching.

Information Gathered

1. High-level international and national policy frameworks have been identified, primarily from UNESCO (the 2019 Beijing Consensus) and the European Commission (National AI Strategies reports). These documents establish broad principles for integrating AI into education, emphasizing ethics and the importance of interdisciplinary approaches, including the humanities.
2. The search for specific, top-down governmental policies from 2020-2025 detailing the application of AI in university-level humanities and social sciences has yielded limited results. The existing national strategies are generally not specific to higher education disciplines.
3. The most relevant and practical policy-like documents appear to be emerging at the institutional level within universities. These are often "guidelines" or "recommendations" for instructors, developed in response to the rapid adoption of generative AI tools since late 2022, rather than formal, top-down policies.

Next Action Plan

1. The research will pivot from seeking national policies to locating specific guidance documents on the use of generative AI in teaching and learning published by individual universities and academic consortia.
2. I will conduct targeted searches of the official websites of leading research universities and consortia (e.g., The Russell Group in the UK, the Ivy League in the US, and the League of European Research Universities). The search will focus on resources published by academic leadership bodies such as the Provost's Office, Centers for Teaching and Learning, or task forces on AI in education.
3. I will analyze these institutional documents to extract concrete policies and recommendations regarding curriculum design, student assessment (e.g., creating AI-resistant assignments), academic integrity, and ethical considerations, with a specific focus on identifying advice tailored to the unique pedagogical needs of the humanities and social sciences (e.g., writing, critical analysis, research).
4. The information gathered from these university-level documents will be synthesized and organized into the requested summary table, which will be contextualized by the high-level principles from the international and national frameworks identified earlier.

Let me search for UK university policies on AI in teaching.

Let me try a different approach to find university policies on AI in teaching.

Let me check the UK government's policy on generative AI in education for more information.

Let me search for more specific university-level policies on AI in teaching.

已掌握的信息

1. 已识别出塑造人工智能教育政策的关键国际组织（如UNESCO、欧盟委员会）和国家政府（如英国）。这些机构发布了高层次的战略文件，如2019年的《北京共识》和各国的AI战略，为在教育中整合AI提供了宏观原则，并强调了伦理和跨学科方法的重要性。
2. 在2020-2025年期间，专门针对大学人文学科和社会科学专业应用AI的、具体的、自上而下的政府层面政策文件非常有限。现有的国家战略通常不区分高等教育的具体学科。
3. 最实用、最具体的政策性文件似乎是在各个大学的机构层面出现的，尤其是在2022年底生成式AI兴起之后。这些文件通常是为教师提供的“指南”或“建议”，而非正式的政府政策。

下一步行动计划

1. 将研究重点从寻找国家级政策转向发掘由顶尖大学和学术联盟发布的、关于在教学中应用生成式AI的具体指导文件。
2. 系统性地搜索这些大学的官方网站，特别是其教务长办公室、教学与学习中心或AI教育专项工作组发布的页面和文档。主要信息源将包括美国常春藤盟校、英国罗素大学集团成员以及欧洲研究型大学联盟等知名高校的网站。
3. 分析找到的机构性文件，提取其中针对人文学科和社会科学的教学方法、课程设计、学生评估（如论文写作、批判性思维训练）以及学术诚信等方面的具体建议和规定。
4. 在收集到足够数量的机构性文件后，将对这些信息进行综合整理。最终目标是创建一个摘要表，清晰地对比不同大学的指导方针，并结合之前发现的国际宏观政策背景，全面地呈现AI在大学人文社科教育中应用的政策现状。

Let me try to find specific university policies by directly searching for them.

Let me try a different approach to find university policies on AI in teaching.

Based on my research, I need to compile the information I've gathered so far and present it in a structured format. Let me create a comprehensive summary table of AI policy documents related to humanities and social sciences education at universities.

Now I'll create a final summary of my findings on AI policy documents related to humanities and social sciences education at universities.