Aug 2026· Education sciences· 0 citations· 33 references
TL;DR
A ten-step teaching framework for AI-supported creative interactive content design is proposed, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
Abstract
This study examines the role of generative artificial intelligence in higher education, focusing specifically on creative degree programs and students’ perceptions of its academic and creative value. Employing a mixed-methods design, data were collected from 555 university students enrolled in communication- and design-related degrees in Spain. By combining an online survey with focus groups, the research analyzed the frequency, purposes, and meanings of AI use in academic tasks. The results show that students primarily use generative AI to clarify concepts, develop ideas, review literature, and support academic production. Although they acknowledge its utility as a learning tool, participants also raised concerns regarding overreliance, reduced creative effort, unreliable outputs, and potential threats to originality and authorship. Consequently, the study concludes that while generative AI is already influencing learning practices in higher education, its educational potential relies heavily on clear pedagogical guidance, ethical implementation, and active teacher mediation. Based on these findings, the article proposes a ten-step teaching framework for AI-supported creative interactive content design, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
Empirical evidence is contributed from educational action research showing that structured pedagogical interventions can promote the critical, ethical, and responsible use of Generative Artificial Intelligence in education.
Rodrigo Florêncio da Silva· Information· 1 citation
The findings indicate that the selected AI tools were generally beneficial for structured language practice, but insufficient on their own for integrative ESP learning, and underscore the importance of critical thinking, transparency, trust and ethical awareness in AI-enhanced language teaching and education.
Aleksandar Vuletić, N. Janković· Research in Pedagogy· 0 citations
The results indicate that students already use tools such as ChatGPT in their academic and teaching practices, mainly to plan lessons, design activities, and organize ideas, whereas the main concerns relate to intellectual complacency, standardization of productions, and weakened authorship.
Acesso Livre, Diego Scherer da Silva, Adriana Justin et al.· 0 citations
This study explored how a higher education educator experienced and made sense of generative artificial intelligence (GenAI) within teaching, peer collaboration, and assessment practices. Using an Interpretative Phenomenological Analysis (IPA) research design, the study focused on a single participant, who is a curriculum leader and instructor at a private European university undergoing rapid shifts in GenAI policy and practice. Data were collected through a semi-structured interview and participant pre-account and analyzed using IPA’s idiographic and interpretative procedures. Findings identified three superordinate themes, including divergent peer adoption of GenAI, pedagogical adaptation and uncertainty, and assessment ambiguity. These illustrate GenAI as an ongoing disruption that reshapes collegial dynamics, teaching approaches, and conceptions of learning and authorship. While GenAI supports accessibility and content simplification, it also raises concerns about student dependency and academic integrity, prompting a shift toward evaluating students’ critical engagement with AI outputs. Interpreted through Mezirow’s transformative learning theory, GenAI emerges as a sustained disorienting dilemma, producing gradual, relational, and ongoing perspective transformation in higher education practice. Future research should extend this work beyond a single-case design to include comparative and longitudinal studies across disciplines and institutions, further examine GenAI-informed assessment models, and the extent to which existing theoretical frameworks capture the relational and evolving nature of AI-mediated educational change.
Karen K. Fujii, N. Perez· IAFOR Journal of Education· 0 citations
ChatGPT has rapidly gained popularity among educators and learners, demonstrating its potential to facilitate interactive learning, personalized assistance, and academic support, and the need for guidelines, digital literacy, and ethical frameworks to ensure productive and balanced use of AI in education.
Anuradha Dwivedi, Pragati Pandey, Naveen Mni· International journal of com...· 0 citations
The widespread use of Generative Artificial Intelligence tools among students across different educational levels is reshaping students’ attitude and education experience. They use it in various fields, including idea generation, writing assistance, and content creation. This study investigates the impact of the Modern Digital Skills course offered by the University of Jordan on students' digital literacy in Generative Artificial Intelligence. The study will employ a quantitative approach by conducting pre- and post-course surveys to measure changes in students' knowledge, skills, and attitudes across approximately 1,000 undergraduates from different majors at the university. Key variables include students' understanding of Generative Artificial Intelligence, their confidence in using Generative Artificial Intelligence tools, and their ability to critically evaluate AI-generated content and its ethical implications. The findings will determine whether the course significantly enhances students' knowledge, proficiency, critical thinking, and ethical awareness, while also exploring challenges and opportunities in integrating such a course into the academic curriculum. Ultimately, this study aims to provide insights for curriculum committees and decision-makers at universities in Jordan and the Middle East, emphasizing the importance of designing educational programs that foster essential Artificial Intelligence competencies and prepare students for a professional landscape increasingly shaped by Artificial Intelligence technologies.
Esra Alzaghoul, A. Assaf, Tahani Al-Khatib et al.· International Journal of Mod...· 0 citations
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