Sui, C.-J., & Chang, C.-Y.
Teachers who critically evaluate AI content are better at planning their own learning, a key step for successfully adapting to GenAI.
This study surveyed 687 educators to analyze how their beliefs about AI-generated knowledge affect their self-regulated learning. It found that teachers who actively question and justify AI content use more effective learning planning strategies, whereas those with rigid views of AI output use rigid planning. Crucially, effective planning was found to be the necessary mediator that allows teachers to ultimately adapt to GenAI.
When designing training for GenAI adoption, move beyond basic tool tutorials to focus on critical evaluation and prompt verification. Scaffold the learning experience by emphasizing initial goal-setting and planning, which directly drives an educator's ability to adapt. Avoid rigid, one-size-fits-all AI templates that might reinforce inflexible planning habits.
Integrating generative AI into 3D educational game design enables rapid prototyping of personalized and adaptive learning experiences.
Grounding GenAI training in hands-on, playful experimentation helps faculty build literacy, but some still crave structured guidance.
Professional conferences bridge virtual gaps and foster critical collaborations to disseminate online learning research.
Generative AI is rapidly reshaping higher education, forcing institutions to rethink teaching, learning, and institutional strategy.
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