Teaching generative AI in higher education: Strategies, implications, and reflective practices
Abstract
This chapter explores the transformative role of generative AI in higher education teaching practice. It highlights the need for intentional teaching strategies and support systems for students and faculty to engage with generative AI appropriately. It delves into quality assurance, ethical use, equity, and curriculum design considerations, offering case studies for how these aspects may be practically applied. Overall, this chapter advocates for a balanced approach between explicit and implicit teaching methods which prepares students for a world in which generative AI is ubiquitous. It concludes with reflective questions, encouraging readers to consider the long-term implications of generative AI in university teaching.
Document Type
Book Chapter
Date of Publication
1-1-2025
School
Centre for Learning and Teaching
Copyright
subscription content
Publisher
Taylor & Francis
Identifier
Andrew Kelly: https://orcid.org/0000-0002-2896-5993
Miriam Sullivan: https://orcid.org/0000-0002-9870-2734
Katrina Strampel: https://orcid.org/0000-0001-9837-6468
Recommended Citation
Kelly, A., Sullivan, M., & Strampel, K. (2025). Teaching generative AI in higher education: Strategies, implications, and reflective practices. DOI: https://doi.org/10.4324/9781032688602-14
Comments
Kelly, A., Sullivan, M., & Strampel, K. (2025). Teaching generative AI in higher education: Strategies, implications, and reflective practices. In Teaching and Learning in the Age of Generative AI (pp. 213-234). Routledge. https://doi.org/10.4324/9781032688602-14