Abstract

Artificial Intelligence (AI) is reshaping higher education by transforming how instructors design curricula, assess learning, and engage students. From personalized learning platforms to generative text tools, AI offers powerful opportunities to enhance instructional effectiveness. However, these technologies also present significant challenges, including ethical concerns, threats to academic integrity, and the potential erosion of students’ critical thinking and cognitive engagement. This paper advocates for a thoughtful, human-centered approach to integrating AI into university teaching. Drawing on recent research from EDUCAUSE (2024), UNESCO (2023), and emerging cognitive studies, it outlines three key strategies for responsible AI adoption: 1. Crafting intentional prompts that encourage inquiry and ethical reflection. 2. Teaching students to critique, verify, and improve AI-generated content. 3. Rethinking assessment to emphasize process, revision, and ethical reasoning over rote output. These strategies are examined within broader institutional and policy contexts, highlighting the importance of transparency, faculty autonomy, and equitable access to AI tools. Case studies from Stanford University, the University of Toronto, and Arizona State University illustrate practical applications of AI-enhanced pedagogy in writing instruction, ethics education, and faculty development. Ultimately, the paper calls for a shift in teaching practice, one in which AI supports, rather than replaces, human intellect. It advocates for cross-institutional collaboration to develop coherent policies and professional learning models that ensure AI empowers, rather than undermines, the mission of higher education.

Presenters

Wei Ying Hsiao
Professor, Teaching and Learning, University of Alaska Anchorage, Alaska, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

2026 Special Focus—Human-Centered AI Transformations

KEYWORDS

Artificial Intelligence, AI Pedagogy, Ethical AI Use, Human-Centered Teaching

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