This contribution presents a structured institutional approach to the responsible use of artificial intelligence in thesis writing at the Faculty of Health Studies, University of West Bohemia in the Czech Republic. A dedicated working group—consisting of academic staff from various disciplines—developed a guidance document aimed at supporting both students and thesis supervisors in navigating the ethical and practical challenges of using generative artificial intelligence tools in academic writing.

The document provides concrete recommendations across the full thesis lifecycle, from topic selection to final defence, with emphasis on ethical integrity, traceability of sources, and supervisor-student communication. Particular attention is given to identifying problematic indicators during thesis development, such as unrealistic progress between consultations or the use of fabricated references. The guidance also outlines procedures to follow in cases of suspected violations of academic integrity and provides recommendations for documentation, consultation protocols, and the possible initiation of disciplinary proceedings.

The author, as one of the three main contributors to this initiative, was responsible for the section concerning the legal and ethical framework. In addition to presenting the internal institutional recommendations, the paper includes a comparative overview of how selected Czech universities are addressing the use of artificial intelligence in student work. The presentation will highlight key similarities and differences and propose a set of adaptable principles for responsible AI integration in thesis supervision and evaluation.

Keywords: Artificial intelligence in education, academic integrity, academic writing.