Here you can read more about AI and teaching, with a focus on planning, administration, feedback, and pedagogical support resources.
We are now looking for interested teachers from across the university who would like to contribute experiences, perspectives, or development ideas within this area of work. By participating, you become part of the university’s collective development efforts and help shape sustainable, well considered, and pedagogically grounded approaches in relation to AI.
Generative AI raises new questions about how teaching is planned, conducted, and developed in higher education. As the technology becomes available in both teachers’ and students’ digital work environments, there is a growing need to examine how it influences the structure, progression, and interaction of teaching.
This area of work focuses on the teacher’s didactic choices and professional judgement. The starting point is that AI in itself neither improves nor diminishes teaching. What matters is how the technology is understood, evaluated, and used, or deliberately set aside, in relation to the purposes and context of teaching.
The aim is, through experimentation and analysis, to formulate principles and reflective tools that strengthen teachers’ ability to make informed didactic decisions in relation to AI. In this way, the area of work seeks to contribute to a long term and sustainable approach to teaching and technology, where pedagogical considerations remain at the centre.
