Introducing Hum_ID in the Classroom

Why introduce Hum_ID in the classroom?

Your students are already using AI — daily, often without discernment. Hum_ID does not seek to discourage them. It seeks to give them the tools to use it critically and with intellectual sovereignty.

As a teacher, you do not need to be an AI expert to use Hum_ID. You need what you already have: the ability to ask questions, analyze responses, and teach intellectual rigor.

---

What Hum_ID brings to your classroom

It makes visible what is usually invisible. When a student submits a Hum_ID to an AI and receives a response structured as established / debated / hypothetical, they concretely see how a question can be analyzed rigorously. It is a living demonstration of critical thinking.

It creates common ground. After each student has created their own Hum_ID, everyone asks the same question. You can then organize students into teams to compare the responses obtained according to their respective Hum_ID profiles. The differences become material for discussion.

It is adaptable to all disciplines. History, science, philosophy, English, media literacy — the ethical rules of Hum_ID apply to any field of knowledge.

---

Recommended starter activity — 50 minutes

Preparation (before class)

1. Create your own Hum_ID profile at humanity.net/en/hum-id with rules R1.1, R2.3 and R2.4
2. Download your humid-your-profile-name.json file
3. Prepare a controversial question related to your subject

In class

Phase 1 — Without Hum_ID (15 min)

• Ask your question to an AI in front of the class, without an ethical profile
• Note the response on the board
• Ask students: “Is this response a fact, an opinion, or a hypothesis?”

Phase 2 — With Hum_ID (15 min)

• Submit your humid-your-profile-name.json file + the following activation message: Here is my Hum_ID ethical profile. Apply these rules to the following question: [Paste your question here.]
• Note the response on the board next to the first
• Ask: “What has changed?”

Phase 3 — Discussion (20 min)

• Why is the second response different?
• Which rules produced which effect?
• When is it useful to apply these rules? When is it less necessary?

---

Frequently asked questions from teachers

“I am not comfortable with technology.” You do not need to be. Hum_ID works exactly like attaching a file to an email. If you can do that, you can use Hum_ID.

“Does this encourage using AI to do homework?” No — it encourages critical use of AI. A student who submits a Hum_ID and analyzes the response received is doing real intellectual work. It is the opposite of passive copy-paste.

“Does it work in all subjects?” Yes. The rules for distinguishing facts from opinions and alerting to cognitive biases are cross-disciplinary. A history teacher and a biology teacher can use the same Hum_ID profile.

---

Additional resources

• Exercises for secondary level
• Exercises for post-secondary level
• Exercises for university level