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

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

Share

 
COinS
 

Link to publisher version (DOI)

10.4324/9781032688602-14