Justin Longo (University of Regina) , Martin Boucher (University of Saskatchewan) , Michelle Prytula (University of Saskatchewan) , Bruno Dupeyron (University of Regina)
This presentation will reflect on a recent workshop conducted at the Johnson Shoyama Graduate School of Public Policy (JSGS), focusing on integrating generative AI tools, especially ChatGPT, in policy education and briefing note writing. The workshop aimed at understanding the potential of AI in enhancing a core skill for policy students: writing briefing notes. We will share the structure, content, and outcomes of the workshop, highlighting how it addressed the use of generative AI for analysis, synthesizing information, and aiding in the drafting of briefing notes. We will discuss the role of generative AI in supplementing routine tasks like compiling background information and analysis while emphasizing the irreplaceable human elements crucial to policy analysis such as critical thinking, stakeholder engagement, and alignment with political objectives. The presentation will address the pedagogical issues explored during the workshop, including examining the ethical implications and the balance between AI tools and traditional policy writing skills. By reflecting on the experiences and insights gained from this workshop at JSGS, the presentation will offer insight for educators and policy professionals on adapting to the evolving technological landscape for policy training and practice.