Generative AI has quickly become part of the teaching landscape. Educators are using it to prepare lesson materials, design assessments, generate examples, and create practice activities that reinforce student learning. At the same time, many are asking how these tools might influence their professional judgment and their relationships with students. Like earlier shifts in educational technology, AI is prompting educators to reflect on what aspects of their practice are essential and what might be strengthened through new tools.
History offers perspective. Each wave of technology, from calculators to online platforms, has raised concerns and created opportunities. Over time, these tools found their place in classrooms when teachers discovered how to use them to support learning rather than distract from it. Generative AI is the latest of these shifts. The question for educators today is not whether AI belongs in teaching, but how to design instruction that uses it purposefully while keeping pedagogy first.
Looking Back
In our earlier Generative AI Meets Pedagogy series, we examined how AI can connect with three teaching frameworks: Universal Design for Learning, Active Learning, and Experiential Learning. Each article highlighted ways that AI might extend existing approaches when guided by clear pedagogy. This mirrors what researchers are now finding. A recent review of generative AI in K–12 settings concluded that the most promising uses occur when educators align AI tools with specific instructional goals and receive adequate preparation to use them effectively (Marzano, 2025). When aligned with strong pedagogy, AI can support personalized learning, strengthen student motivation, and provide timely feedback.
In higher education, similar themes are emerging. Universities worldwide are experimenting with generative AI in teaching and learning, but challenges such as academic integrity and assessment design remain pressing. A recent study argues that the key question for universities is not whether AI will transform teaching, but how educators will reshape learning experiences to emphasize authenticity, critical thinking, and meaningful engagement (Yusuf, Pervin, & Román-González, 2024). Across K–12 and higher education, the message is clear: AI is most valuable when it is grounded in pedagogy rather than driving it.
Pedagogy First, Still
Teaching has always been more than the tools available. It is about relationships, curiosity, and the thoughtful design of learning experiences. Generative AI cannot replace those human elements, but it can create opportunities when used with purpose. Without direction, AI risks encouraging work that lacks depth or originality, or overreliance on quick answers. With careful integration, however, it can give educators more flexibility, support feedback, and allow more time for meaningful interaction with students.
Rather than asking what AI can do, the more important question is what educators want students to learn and experience. That clarity allows them to decide where AI might add value and where it should be limited. Keeping pedagogy first ensures that creativity, collaboration, and critical thinking remain at the heart of education. In this way, AI becomes not a replacement for teaching, but a support that allows educators to focus on what matters most: guiding students toward deeper understanding and meaningful learning.
What’s Ahead in This Series
With this foundation in mind, Teaching in the Age of AI will focus on the core practices that shape everyday instruction. Rather than centering on tools, each article will examine a key element of teaching and consider how it can be strengthened when AI is present. The goal is not to replace what educators already do well, but to highlight ways AI can be used thoughtfully to support teaching and learning.
Articles for this blog are published four times a year at the end of January, April, August, and December. Following today’s launch article, the series will continue with Assessment in the Age of AI in December 2025, Feedback in the Age of AI in January 2026, Collaboration in the Age of AI in April 2026, and Creativity in the Age of AI in August 2026. Each article will return to a single principle: pedagogy comes first, and technology should serve as a tool to extend, not replace, good teaching.
Looking Ahead
We will begin this series with Assessment in the Age of AI. Assessment has always shaped how students approach learning—what they prioritize, how they spend their time, and what they value. With AI reshaping how students complete tasks, receive feedback, and create projects, assessment is the right place to start reimagining teaching in this new era. In the next article, we will consider how both formative and summative assessments can remain authentic, fair, and aligned with pedagogy when AI is part of the classroom.
References
Marzano, D. (2025). Generative artificial intelligence (GAI) in teaching and learning processes at the K-12 level: A systematic review. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09853-7
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: A threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(21). https://doi.org/10.1186/s41239-024-00453-6
