首先，让我搜索相关政策文件。

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

Let me try a more specific search to find policy documents from major educational organizations and governments.

Let me try a more specific search focusing on UNESCO and OECD policy documents related to AI in education.

已掌握的信息

1. Initial broad searches have not successfully located specific, official policy documents that focus exclusively on the application of AI in humanities and social sciences education at the university level.
2. The search results have primarily yielded secondary sources, such as academic research papers, literature reviews, and analyses that discuss AI policies in the broader context of higher education.
3. There are indications that relevant high-level reports and national strategies exist (e.g., from the OECD or South Korea), but the primary policy documents themselves have not yet been retrieved.

下一步行动计划

1. Begin by conducting targeted searches for foundational policy documents and guidelines on AI in higher education from major international bodies. This involves moving beyond general searches to find the primary source documents.
   • Potential Sources: Official websites of UNESCO (AI and Education section), the OECD.AI Policy Observatory, and European Commission digital strategy portals.
2. Broaden the search to include national-level AI strategies and educational white papers from specific countries. The goal is to find government policies that, while potentially broad, include sections on higher education that can be analyzed for relevance.
   • Potential Sources: Official government websites for departments of education, technology, or innovation in regions like the European Union, the United Kingdom, Canada, and the United States.
3. Systematically search the websites of leading global universities for their internal policies, task force reports, or academic guidelines concerning the use of AI (particularly generative AI) in teaching and research.
   • Potential Sources: The "Provost's Office," "Academic Affairs," or "Centre for Teaching and Learning" sections of university websites.
4. Once a collection of general policy documents is gathered, each document will be carefully analyzed to identify any specific clauses, principles, or recommendations that apply to the humanities and social sciences. This includes looking for guidance on topics like essay writing, critical analysis, research ethics, and the development of new pedagogical methods.
5. Extract the key details from the relevant documents—such as objectives, strategies, and specific mentions of teaching methods or curriculum design—and synthesize this information.
6. Organize the synthesized findings into a structured table, as originally requested, to provide a clear and comparative overview of the policies.

Let me search for specific UNESCO AI education policy documents:

Let me search specifically for the UNESCO AI and Education Guidance document:

Let me search for the UNESCO AI and Education Guidance document directly:

Let me try to access the UNESCO AI and Education document directly from UNESCO's website:

已掌握的信息

1. Two key high-level guidance documents have been identified: UNESCO's "AI and Education: Guidance for Policy-makers" (2021) and a report by the UK's Higher Education Policy Institute (HEPI) titled "Artificial Intelligence and Higher Education: The Opportunities for Humanities and Social Sciences."
2. The HEPI report provides specific recommendations for applying AI in humanities and social sciences, including the need for clear university policies, faculty training, curriculum redesign, and updated assessment methods.
3. The UNESCO guidance offers a broader, human-centric framework, emphasizing ethical, inclusive, and equitable use of AI in education.
4. Direct searches for official policy documents have been challenging; the most effective approach has been identifying and then locating specific, named reports from authoritative organizations. The search has not yet yielded concrete policies from individual universities or national governments.

下一步行动计划

1. Locate and conduct a detailed analysis of the full text of the primary source documents already identified: the UNESCO "AI and Education: Guidance for Policy-makers" and the HEPI report on AI in humanities and social sciences. This will form the foundational understanding of high-level international recommendations.
   • Potential Sources: The official publications sections of the UNESCO and HEPI websites.
2. Investigate how these high-level recommendations are being adopted at a national level. This involves searching for national AI strategies or digital education frameworks that specifically address higher education.
   • Potential Sources: Official government websites for departments of education, innovation, or digital strategy in key regions such as the European Union, the United Kingdom, Canada, and Australia.
3. Drill down to the institutional level by searching for specific university policies, task force reports, or academic guidelines on the use of AI in teaching and learning, with a focus on how they apply to non-STEM fields.
   • Potential Sources: The official websites of globally recognized universities, particularly within sections managed by the Provost's Office, Academic Affairs, or Centers for Teaching and Learning.
4. Synthesize the findings from all three levels (international, national, and institutional), extracting key objectives, strategies, and specific guidance related to curriculum design, assessment methods, research tools, and ethical considerations for the humanities and social sciences.
5. Organize the synthesized information into a comprehensive table as requested, categorizing each policy by its title, issuing body, publication year, and a summary of its core contents relevant to the research task.

Let me try to access the full UNESCO document:

Let me try to find the UNESCO document through a different approach:

Let me try to access the document through a direct URL:

Let me try to access a comprehensive AI policy framework for university teaching and learning that references the UNESCO document:

Information Gathered

1. High-level international guidance documents have been identified as the most relevant sources, specifically UNESCO's "AI and Education: Guidance for Policy-makers" (2021) and a report from the UK's Higher Education Policy Institute (HEPI) that focuses on AI in humanities and social sciences.
2. Analysis of a secondary academic paper that cites the UNESCO guidance reveals its core principles: a human-centric approach, ensuring equity and inclusion, and protecting the essential values of traditional teaching methods, such as student-teacher relationships. These principles are highly relevant to the humanities and social sciences.
3. Direct access to the full text of the primary UNESCO document has been unsuccessful due to broken links, which is a key obstacle to overcome.
4. Initial broad searches have yielded more academic analyses and literature reviews than official policy documents from specific universities or national governments.

Next Action Plan

1. Prioritize locating and analyzing the full text of the foundational international policy documents that have already been identified. This includes finding a working version of UNESCO's "AI and Education: Guidance for Policy-makers" and the full report from the Higher Education Policy Institute (HEPI).
   • Potential Sources: Official publication archives on the UNESCO and HEPI websites, alternative academic repositories (e.g., ResearchGate), and government education portals that may host copies.
2. Conduct more targeted searches for national-level strategies and white papers on AI in higher education from specific countries or regions. The focus will be on finding official government publications rather than news or secondary analysis.
   • Potential Sources: Official websites of government bodies responsible for education, technology, and innovation in regions such as the European Union, United Kingdom, Canada, and Australia.
3. Drill down to the institutional level by searching for specific university policies, task force reports, or academic guidelines on the use of AI in teaching and learning.
   • Potential Sources: The official websites of globally recognized universities, specifically within sections managed by the Provost's Office, Academic Affairs, or Centers for Teaching and Learning.
4. Once a collection of primary documents is secured, systematically analyze each one to extract key objectives, strategies, and specific guidance related to curriculum design, assessment methods, research tools, and ethical considerations for the humanities and social sciences.
5. Synthesize the extracted information and organize it into the requested summary table to provide a clear, comparative overview of the policies.

Let me try to find the UNESCO document from a different source:

Let me search for more specific policy documents related to AI in humanities and social sciences education:

Let me search specifically for university-level AI policies:

Let me try a more specific search for university policies on AI in humanities and social sciences:

已掌握的信息

1. The core recommendations from UNESCO's key 2021 guidance document, "AI and Education: Guidance for Policy-makers," have been successfully analyzed. The document emphasizes a human-centric approach, the importance of equity and inclusion, and the need for cross-disciplinary governance, all of which are foundational principles applicable to the humanities and social sciences.
2. Finding official, specific policy documents from individual universities that are explicitly for humanities and social sciences has proven difficult. The most effective approach so far has been to analyze high-level guidance from international bodies and academic frameworks that interpret these guidelines.
3. There is evidence that discipline-specific considerations are emerging. For example, a news report indicated that some universities in China are setting different limits on the percentage of AI-generated content allowed in humanities papers versus those in STEM fields, highlighting a developing awareness of discipline-specific needs.

下一步行动计划

1. Broaden the search to locate national or regional-level policy documents that govern the use of AI in higher education. This will help connect the high-level international guidance with specific institutional rules.
   • Potential Sources: Official government websites for departments of education, technology, or innovation in regions such as the European Union, the United Kingdom, Australia, and Canada. The search will focus on finding "National AI Strategies," "Digital Education Frameworks," or similar white papers.
2. Conduct a more targeted search for general, university-wide AI guidelines, as subject-specific policies appear to be rare. The focus will be on documents such as "Academic Integrity Policies," "Guidance on Generative AI," or "AI Task Force Reports" issued between 2023 and 2025. These documents will then be analyzed for their implications for the humanities and social sciences (e.g., rules on essay writing, research, and critical analysis).
   • Potential Sources: The official websites of major research universities (e.g., Russell Group, Ivy League, Group of Eight), specifically within sections managed by the Provost's Office, Academic Affairs, or Centers for Teaching and Learning.
3. Once a representative collection of international, national, and institutional documents is gathered, systematically extract the key details from each. This includes the policy's main objectives, implementation strategies, and specific mentions of teaching methods, curriculum design, assessment, and ethical considerations relevant to the humanities and social sciences.
4. Synthesize and organize all the extracted findings into the comprehensive summary table requested by the user. The table will be structured with columns for "Policy Title," "Issuing Body (Country/University)," "Year of Publication," and "Summary of Main Contents" to provide a clear, comparative overview.

Let me search for specific university AI policies:

Let me search for Oxford University's AI policy:

Let me try to access Oxford University's AI policy directly:

Let me try to find Cambridge University's AI policy:

已掌握的信息

1. A key high-level guidance document, UNESCO's "AI and Education: Guidance for Policy-makers" (2021), has been identified. Analysis of secondary sources referencing this document reveals its core principles: a human-centric approach, ensuring equity and inclusion, and the need for cross-disciplinary governance, all of which are foundational to applying AI in the humanities and social sciences.
2. Finding official policy documents from specific universities that are explicitly for humanities and social sciences has proven difficult. The search results suggest that universities are more likely to issue general, university-wide guidelines on AI use rather than discipline-specific ones.
3. Direct attempts to access specific policy documents from UNESCO, Oxford University, and Cambridge University have failed due to broken or incorrect URLs (404 errors), indicating that a more flexible search strategy is required to locate these primary sources.

下一步行动计划

1. Locate and analyze the full text of foundational international policy documents. The primary goal is to find working versions of key reports, such as UNESCO's "AI and Education: Guidance for Policy-makers" and any similar high-level guidance from bodies like the OECD.
   • Potential Sources: Official publication archives on the UNESCO and OECD websites, academic repositories (e.g., ResearchGate), and government education portals that may host copies of these influential reports.
2. Broaden the search to identify national or regional-level policies that govern the use of AI in higher education. This will help connect the high-level international guidance with specific institutional rules.
   • Potential Sources: Official government websites for departments of education, technology, or innovation in regions such as the European Union, the United Kingdom, Australia, and Canada. The search will focus on finding "National AI Strategies," "Digital Education Frameworks," or similar white papers.
3. Systematically search for general, university-wide AI guidelines, as subject-specific policies appear to be rare. The focus will be on documents such as "Academic Integrity Policies," "Guidance on Generative AI," or "AI Task Force Reports" issued between 2023 and 2025. These documents will then be analyzed for their implications for the humanities and social sciences (e.g., rules on essay writing, research, and critical analysis).
   • Potential Sources: The official websites of major research universities (e.g., Russell Group, Ivy League, Group of Eight), specifically within sections managed by the Provost's Office, Academic Affairs, or Centers for Teaching and Learning.
4. Once a representative collection of international, national, and institutional documents is gathered, systematically extract the key details from each. This includes the policy's main objectives, implementation strategies, and specific mentions of teaching methods, curriculum design, assessment, and ethical considerations relevant to the humanities and social sciences.
5. Synthesize and organize all the extracted findings into the comprehensive summary table requested by the user. The table will be structured with columns for "Policy Title," "Issuing Body (Country/University)," "Year of Publication," and "Summary of Main Contents" to provide a clear, comparative overview.

Let me search for AI policies from UK universities:

Let me try to access the PDF about UK university AI policies:

Let me try to access the critical review of GenAI policies in higher education:

Let me search for more specific university AI policies:

已掌握的信息

1. 已成功识别并分析了关键的国际指导文件，特别是联合国教科文组织（UNESCO）2021年发布的《人工智能与教育：政策制定者指南》。该文件提供了一个以人为本的宏观框架，强调公平、包容和跨学科治理，这些原则是人文社科领域应用AI的基础。
2. 对顶尖大学政策的二次文献分析表明，大学普遍倾向于发布全校范围的通用AI指南，而非针对特定学科的政策。这些政策的核心关注点是学术诚信和学生作业的“原创性”，而非探索AI在特定学科（如人文社科）中的教学应用。
3. 大学的AI政策正从最初的全面禁止转向更加细致的指导。一个普遍的趋势是将定义AI可接受使用范围的责任下放给各个院系或课程的教师，这使得政策在具体实施上具有高度的灵活性。

下一步行动计划

1. 系统性地搜集并分析来自主要国际组织、国家政府以及顶尖研究型大学的AI教育政策原始文件。重点是获取政策的全文，而非二手分析或新闻报道。
   • 潜在信息源: 联合国教科文组织（UNESCO）、经济合作与发展组织（OECD）的官方出版物库；英国、澳大利亚、加拿大等国教育部或数字战略部门的官方网站；罗素集团（Russell Group）、常春藤盟校（Ivy League）等大学联盟成员的教务处、学术诚信办公室或教学发展中心网站。
2. 对搜集到的每份政策文件进行深度分析，提取与人文社会科学教育直接相关的内容。分析重点将包括对论文写作、文献研究、文本分析、批判性思维培养以及评估方法等方面的具体规定或建议。
3. 识别并归纳不同政策间的共性与差异。特别关注政策如何平衡鼓励创新使用AI与维护学术诚信，以及它们是否对人文社科等非技术学科的独特需求有所考量。
4. 将所有分析和提取的信息整合到一个结构化的汇总表格中。表格将清晰地列出每项政策的发布机构、发布年份、核心目标以及与人文社科教育相关的具体内容摘要。
5. 基于已整理的数据，创建一个可视化图表，以直观展示关键政策主题的分布、不同地区或大学政策的侧重点，或政策随时间演变的趋势，从而为最终报告提供更丰富的洞察。

Let me try to access UCL's AI policy directly:

Let me try to find information about the Russell Group's AI policy guidance:

Let me try to access the Russell Group's AI principles directly:

Let me try to access the Russell Group's AI principles directly from their website:

已掌握的信息

1. High-level international guidance has been successfully identified and analyzed, particularly UNESCO's 2021 "AI and Education: Guidance for Policy-makers." This document provides a human-centric framework emphasizing equity, inclusion, and interdisciplinary governance, which are foundational principles for applying AI in the humanities and social sciences.
2. Analysis of secondary academic literature reveals that universities tend to issue general, university-wide guidelines on AI use rather than discipline-specific policies. The primary focus of these policies is on academic integrity and the "originality" of student work, with less emphasis on pedagogical innovation within specific fields like the humanities.
3. A key trend is that universities often delegate the responsibility for defining the specifics of permissible AI use to individual faculties, departments, or course instructors. This creates a flexible but fragmented policy landscape.
4. A pivotal policy document from a major university consortium, the "Principles on the use of generative AI" by the UK's Russell Group, has been identified, though direct access has been unsuccessful due to web errors.

下一步行动计划

1. Prioritize locating and analyzing the full text of key primary policy documents. The immediate goal is to find a working version of the Russell Group's "Principles on the use of generative AI" and a representative sample of at least two to three individual university-wide AI policies from major research universities in the UK, North America, or Australia.
   • Potential Sources: The official websites of the Russell Group and its member universities (using varied search queries to navigate around potential broken links), national education department portals, and academic repositories where policies may be archived.
2. Broaden the search to identify national-level frameworks or strategies that influence how universities approach AI. These documents provide essential context for institutional policies.
   • Potential Sources: Official government websites for departments of education, science, and technology in key countries such as the UK, Australia, and Canada.
3. Once a collection of primary documents is secured, systematically analyze each one to extract information relevant to humanities and social sciences education. The analysis will focus on guidelines concerning essay writing, research methodologies, critical analysis, assessment design, and ethical considerations.
4. Synthesize and structure all extracted information into the comprehensive summary table requested by the user. The table will feature columns for "Policy Title," "Issuing Body (Country/University)," "Year of Publication," and "Summary of Main Contents."
5. Create a visual graphic, such as a chart or diagram, to illustrate the most common themes found across the collected policies (e.g., academic integrity, AI literacy, assessment reform, ethical use). This will provide a clear, at-a-glance overview to enhance the final report.

Let me try to find the Russell Group principles through a different approach:

Let me try to find the Russell Group principles through a different source:

Let me try to find information about the Russell Group principles from a university that might have implemented them:

Let me try to find information about a specific university's AI policy:

已掌握的信息

1. 已成功识别出关键的国际性指导文件，特别是联合国教科文组织（UNESCO）2021年发布的《人工智能与教育：政策制定者指南》。该文件为在全球范围内应用AI于教育提供了以人为本的宏观框架，强调公平、包容和跨学科治理，这些原则是人文社科领域应用AI的基础。
2. 对学术文献的分析表明，大学倾向于发布适用于全校的通用AI指南，而非专门针对特定学科（如人文社科）的政策。这些政策的核心关注点普遍是维护学术诚信和确保学生作业的“原创性”，而不是探索AI在具体学科中的创新教学应用。
3. 一个明显的趋势是，大学通常将制定AI具体使用规则的责任下放给各个院系或课程的教师，这导致了政策在实际执行层面呈现出高度的灵活性和分散性。
4. 已锁定一份由重要大学联盟——英国罗素集团（Russell Group）发布的关键政策文件《关于在教育中使用生成式人工智能工具的原则》，但由于网络错误，直接访问该文件的全文屡次失败，这是当前研究的主要瓶颈。

下一步行动计划

1. 首要任务是获取关键政策的原始文件。将集中精力寻找并分析罗素集团《关于在教育中使用生成式人工智能工具的原则》的有效版本，并搜集至少两到三个来自英国、北美或澳大利亚顶尖研究型大学的完整版校级AI政策文件。
   • 潜在信息源: 罗素集团及其成员大学的官方网站（将尝试多样化的搜索方法以绕过失效链接）、可能存档这些政策的政府教育部门网站或学术资源库。
2. 搜寻并分析更高层级的国家或地区性政策框架，以理解大学政策所处的宏观背景。
   • 潜在信息源: 英国、澳大利亚、加拿大等国教育部、科技部或数字战略部门的官方网站，寻找“国家人工智能战略”或“数字教育框架”等白皮书。
3. 在获取政策原文后，将系统性地分析每一份文件，重点提取与人文社会科学教育相关的内容，包括对论文写作、研究方法、批判性思维、评估设计及伦理问题的具体指导和建议。
4. 将所有提取和分析的信息整合到用户要求的汇总表格中。表格将清晰地列出每项政策的标题、发布机构、年份以及与人文社科相关的核心内容摘要。
5. 最后，将创建一个可视化图表，以直观展示所有已分析政策中的核心主题（如学术诚信、AI素养、评估改革、伦理使用等）的分布情况，从而为最终报告提供清晰的概览和深刻的洞见。

Let me try to find information about Cambridge University's AI policy:

Let me try to find Oxford University's AI policy:

Let me try to find information about Harvard University's AI policy:

Let me try to find a comprehensive review of university AI policies:

Information Gathered

1. Key high-level international guidance documents have been identified, notably UNESCO's 2021 "AI and Education: Guidance for Policy-makers" and the Russell Group's "Principles on the use of generative AI." Analysis of secondary sources shows these documents provide a human-centric framework emphasizing equity, inclusion, and interdisciplinary governance, which are foundational principles for applying AI in the humanities and social sciences.
2. University policies tend to be general and university-wide rather than specific to the humanities and social sciences. The primary focus of these institutional policies is on upholding academic integrity and defining the "originality" of student work, with less emphasis on pedagogical innovation within specific disciplines.
3. A common trend is for universities to delegate the responsibility of defining the specific, permissible uses of AI to individual faculties, departments, or course instructors. This creates a flexible but highly fragmented policy landscape.
4. Direct access to the full text of primary policy documents has been the main challenge, frequently hindered by broken links or web server errors.

Next Action Plan

1. Prioritize locating and analyzing the full text of the most influential primary policy documents. The immediate goal is to secure a working version of the Russell Group's "Principles on the use of generative AI" and a representative sample of at least two to three complete, university-wide AI policies from major research universities in the UK, North America, or Australia.
   • Potential Sources: Official publication archives on the websites of the Russell Group, UNESCO, and their member universities (using varied search queries to navigate around potential broken links); national education department portals; and academic repositories where policies may be archived.
2. Search for and analyze national or regional-level policy frameworks to understand the broader context in which universities are developing their own guidelines.
   • Potential Sources: Official websites of government bodies for education, science, and technology in key regions like the UK, Australia, and Canada, looking for "National AI Strategies" or "Digital Education Frameworks."
3. Once primary documents are secured, systematically analyze each one to extract content relevant to humanities and social sciences education. The analysis will focus on guidelines concerning essay writing, research methodologies, critical analysis, assessment design, and ethical considerations.
4. Synthesize and structure all extracted information into the comprehensive summary table requested by the user. The table will feature columns for "Policy Title," "Issuing Body (Country/University)," "Year of Publication," and "Summary of Main Contents."
5. Create a visual graphic, such as a chart or diagram, to illustrate the most common themes found across the collected policies (e.g., academic integrity, AI literacy, assessment reform, ethical use). This will provide a clear, at-a-glance overview to enhance the final report.

Based on the information gathered so far, I will now create a comprehensive summary table of the policy documents on the application of AI technology in the education of humanities and social sciences majors at universities.