Patsy Moskal; Anthony Picciano
Generative AI is rapidly reshaping higher education, forcing institutions to rethink teaching, learning, and institutional strategy.
This article introduces a special issue on how artificial intelligence, particularly generative AI, is transforming higher education. It outlines key concepts like agentic and generative AI, maps their growing adoption, and introduces studies covering faculty perceptions, instructional design, and curriculum development. The authors frame AI as both a disruptive and generative force requiring systemic institutional change.
Instructional designers should proactively integrate generative AI into curriculum development and assessment design rather than treating it solely as a plagiarism threat. Designers should focus on fostering AI literacy and metacognition to prepare students for an AI-enhanced workforce. This shift requires collaborating with faculty to redesign course activities that leverage agentic AI tools.
AI image generators speed up design ideation but introduce gender stereotypes, highlighting the need for critical visual literacy.
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.
As AI automates entry-level jobs, instructional designers must shift focus from teaching basic answers to cultivating deep inquiry skills.
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