Teacher conception of AI learning, AI teaching and approaches to design

​​In light of the rapid advancements in Artificial Intelligence (AI), it is imperative for higher education institutions to respond promptly. This research proposal seeks to address this critical concern. The study builds on prior research on teaching and learning from a phenomenographic perspective, which shows that approaches to teaching are related to teachers’ conceptions of student learning and teaching and, more generally, to the quality of student learning. The objective of the project is to learn how teachers perceive and approach AI in higher education teaching and learning to (1) identify patterns of AI teaching and AI design that are more likely to promote quality student learning, (2) help bridge the gap between state-of-the-art of AI technology and AI-in-practice and (3) identify opportunities and hindrances to the uptake of AI in higher education and AAU in particular.
​
​This project encompasses a study designed to explore teachers’ perspectives on what students learn from courses incorporating AI technology, how teachers conceptualize their teaching in such contexts, and how their design for AI experiences relates to their overall conceptions of higher education pedagogy.