Hi, glad to read that you find the GenAI guidance wizard on CanAI.education useful! And I agree that having a good document is only the first step and the more important work happens later.
A good way to "make students read" is usually to make it a bit more interactive, for example by not just linking to a document, but encouraging them to annotate it with questions and comments and reply to each other, or by using the document as a basis for discussion.
If students have the chance to not just read a guidance that is being given to them but actually shape the guidance itself, that might make it even more relevant for them to engage. A really nice example of that is given in Hingle & Johri (2026), where they ask students to individually develop elements of a guidance based on iterature that was provided by the teacher, their own research, and importantly, their own experiences. For each policy element, they had to motivate why it was important to include in the policy, the benefits of including it, and concerns that various stakeholders, e.g. future employers or teachers, might have. Then, students discussed their elements in groups, focusing on finding consensus on a comprehensive policy which also explains what exactly is covered, when the policy applies, its effect on different student groups, and necessary success factors. In the end, students then reflected on the process and on how their views had changed.
In that study, all of this happened in a course on technology and society and in its own module over 4 weeks, so for most other courses an activity of that extent is not feasible. But even asking students to read your guidance document and reflect on it using the questions as above (plus suggesting changes?) could be a really nice exercise and would not have to take a very long time, and it would practically guarantee that they think about it carefully, especially if you are willing to seriously consider and discuss changes that they suggest!
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Hingle, A., and Johri, A. (2026), “A guided inquiry approach to students co-designing generative AI course policies”. Artificial Intelligence in Education, Vol. 2 No. 4 pp. 91–109, doi: https://doi.org/10.1108/AIIE-05-2025-0123
