Teaching generative AI in higher education: Strategies, implications, and reflective practices

Authors

Andrew Kelly, Edith Cowan UniversityFollow
Miriam Sullivan, Edith Cowan UniversityFollow
Katrina Strampel, Edith Cowan UniversityFollow

Author 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

Document Type

Book Chapter

Publication Title

Teaching and Learning in the Age of Generative AI: Evidence-Based Approaches to Pedagogy, Ethics, and Beyond

First Page

213

Last Page

234

Publisher

Taylor & Francis

School

Centre for Learning and Teaching

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

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.

DOI

10.4324/9781032688602-14

Access Rights

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