Teaching in the Age of AI

 

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, and Collaboration in the Age of AI in April 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

Generative AI Meets Experiential Learning

Our previous exploration examined how generative AI can enhance active learning by fostering engagement and critical thinking. Now, let's delve into its role in experiential learning, where students gain knowledge through direct experiences and reflection. Educators can create dynamic, reflective, and authentic learning experiences that prepare students for real-world challenges by integrating Generative AI (GenAI) into experiential learning. In this article, we will examine how generative AI can be integrated into each phase of Kolb’s Experiential Learning Cycle to bring new depth, adaptability, and responsiveness to experiential education (Salinas-Navarro et al., 2024).

What Is Experiential Learning?

Experiential learning is an educational approach where learners acquire knowledge and skills through direct experiences, followed by reflection and conceptualization. This method emphasizes active participation, allowing students to engage deeply with the subject matter.
Kolb, a prominent educational theorist, formalized this concept in his Experiential Learning Theory. According to Kolb (1984, 2014), effective learning occurs when a learner progresses through a four-stage cycle:

1. Concrete Experience: Engaging in a new experience or encountering a familiar situation in a novel way.
2. Reflective Observation: Thoughtfully reviewing and reflecting on the experience.
3. Abstract Conceptualization: Formulating theories or models based on reflections.
4. Active Experimentation: Applying the new ideas to the world around them to see what results.

This cyclical process allows learners to transform experiences into knowledge, fostering deeper understanding and the ability to apply learning in various contexts.

Experiential learning can take many forms, including internships, service-learning projects, simulations, and fieldwork. By immersing students in real-world challenges, this approach bridges the gap between theoretical knowledge and practical application, preparing learners for complex problem-solving and decision-making in their future careers.

Generative AI Integration

With the advent of Generative AI (GenAI), educators have new opportunities to enrich each stage of this cycle. By thoughtfully integrating GenAI tools, we can create more immersive experiences, facilitate deeper reflection, support conceptual understanding, and encourage innovative experimentation. This section explores how GenAI can be effectively embedded within each phase of Kolb's model to enhance experiential learning outcomes.

1. Concrete Experience: Engaging in Authentic Scenarios

In this initial stage, learners immerse themselves in new experiences, forming the foundation for subsequent reflection and learning. GenAI can facilitate this by generating realistic simulations and scenarios tailored to specific learning objectives. For instance, AI-driven role-playing exercises can place students in complex situations—such as managing a business crisis or conducting a scientific experiment—allowing them to engage actively and make decisions in a risk-free environment. These AI-generated experiences provide diverse contexts, enhancing learners' exposure to varied situations.

2. Reflective Observation: Facilitating Deep Reflection

Following the experience, learners reflect on their actions and outcomes to derive insights. GenAI tools can support this reflective process by prompting learners with thought-provoking questions like, "What challenges did you encounter?" or "How did your decisions impact the outcome?" Additionally, AI can assist in summarizing key events from the experience, helping learners to identify patterns and areas for improvement. This structured reflection fosters critical thinking and self-awareness.

3. Abstract Conceptualization: Developing Theoretical Understanding

In this phase, learners integrate their reflections to form abstract concepts and generalizations. GenAI can aid by connecting learners' experiences to relevant theories and frameworks, offering explanations and resources that deepen understanding. For example, after reflecting on a group project, AI can introduce concepts of team dynamics or leadership theories that relate to the observed outcomes. This integration bridges practical experiences with academic knowledge, solidifying learning.

4. Active Experimentation: Applying Knowledge in New Contexts

The final stage involves applying newly acquired knowledge to different situations, testing hypotheses, and observing results. GenAI can propose new scenarios or modify existing ones, allowing learners to apply their conceptual understanding in varied contexts. For instance, after learning about conflict resolution strategies, AI can simulate a new workplace dispute for the student to navigate, reinforcing and testing their skills. This iterative process promotes adaptability and continuous learning.

For guidance on writing effective prompts, refer to the Best Practices for Writing Effective Prompts.

Conclusion

Incorporating generative AI into Kolb’s Experiential Learning Cycle not only enriches each stage but also fosters a dynamic, iterative learning process. By leveraging GenAI tools, learners can engage in authentic experiences, receive immediate feedback, and apply newfound knowledge in varied contexts. This integration promotes deeper understanding, adaptability, and continuous improvement, aligning with the principles of authentic assessment and preparing students for real-world challenges.

References:

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.

Salinas-Navarro, D. E., Vilalta-Perdomo, E., Michel-Villarreal, R., & Montesinos, L. (2024). Designing experiential learning activities with Generative Artificial Intelligence tools for authentic assessment. Interactive Technology and Smart Education, 21(4), 708–734. https://doi.org/10.1108/itse-12-2023-0236
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Washington, G. (2025, April 30). Generative AI Meets Experiential Learning [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/
 

Generative AI Meets Active Learning

In our ongoing exploration of how generative AI intersects with pedagogical frameworks, we've previously discussed its alignment with Universal Design for Learning (UDL). Now, let's delve into how generative AI can enhance active learning—a dynamic approach that emphasizes student engagement through activities like problem-solving, discussion, and application of concepts. By thoughtfully integrating AI tools into active learning environments, educators can create more responsive, personalized, and effective learning experiences that cater to diverse student needs.

 What is Active Learning?

Active learning is a student-centered pedagogical approach that shifts the focus from passive reception of content to meaningful participation in the learning process. Rather than simply listening to lectures or memorizing facts, students are engaged in higher-order thinking activities such as analyzing, synthesizing, evaluating, and applying information through collaborative discussions, peer teaching, and problem-solving exercises. These activities foster deeper understanding and retention of knowledge by placing learners in the role of active constructors rather than passive consumers of information.

Incorporating active learning strategies into teaching not only promotes critical thinking and metacognitive skills but also increases student satisfaction and motivation (ElSayary, 2024). By being actively involved in the learning process, students are better equipped to understand complex concepts, make connections across disciplines, and apply knowledge in real-world contexts. These benefits are foundational for developing 21st-century competencies such as adaptability, collaboration, and lifelong learning—qualities that are increasingly essential in today’s dynamic educational landscape.

As education evolves in response to digital innovation, integrating emerging technologies like generative AI offers new opportunities to enhance active learning practices. The following section explores how generative AI can be thoughtfully integrated in active learning environments to deepen student engagement, support metacognitive regulation, and foster personalized learning.

 Integrating Generative AI into Active Learning

Generative AI tools, such as ChatGPT and Claude, can be powerful allies in promoting Active Learning. Their capabilities extend beyond mere information retrieval, offering dynamic interactions that foster deeper engagement and critical thinking among students.

​Enhancing Student Engagement and Critical Thinking

Generative AI tools can simulate Socratic dialogue, prompting students to think critically and articulate their understanding. These tools facilitate interactive learning experiences by enabling students to explore concepts through dialogue, question formulation, and iterative feedback. This approach aligns with active learning principles, where students construct knowledge through inquiry and reflection.

​Supporting Personalized and Adaptive Learning

These AI tools can tailor learning experiences to individual student needs. By analyzing student inputs, they can adjust the complexity and focus of information presented, thereby supporting differentiated instruction. This adaptability ensures that students remain challenged yet not overwhelmed, promoting sustained engagement and learning efficacy.​

 

Facilitating Collaborative Learning Environments

Generative AI can serve as a collaborative partner in group settings, assisting in brainstorming sessions or providing diverse perspectives on a topic. Their ability to process and generate information rapidly allows students to explore multiple facets of a subject, fostering a more comprehensive understanding through peer discussions and collaborative projects.

​Encouraging Metacognition and Self-Regulated Learning

By interacting with AI tools, students are prompted to reflect on their thought processes and learning strategies. This metacognitive engagement helps students become more aware of their cognitive processes, enabling them to regulate their learning more effectively. Such self-regulation is a key component of active learning, as it empowers students to take ownership of their educational journey.​

Incorporating generative AI tools like ChatGPT and Claude into educational practices offers a multifaceted approach to active learning, enhancing student engagement, personalization, collaboration, and self-regulation. Educators should thoughtfully integrate these technologies to complement traditional teaching methods, ensuring that the human element remains central to the learning experience.

Practical Applications

Implementing generative AI in active learning can take various forms, each enhancing student engagement and understanding:

​

• Case Studies and Simulations: AI can create realistic scenarios for students to analyze, promoting the application of theoretical knowledge.

Example Prompt: "Generate a case study involving a company facing ethical dilemmas in data privacy. Include background information, stakeholder perspectives, and potential consequences."​

• Immediate Feedback: AI-driven platforms can offer instant feedback on assignments, enabling students to reflect and improve in real-time.

Example Prompt: "Review the following essay on climate change for coherence, grammar, and argument strength. Provide constructive feedback and suggestions for improvement."​

• Interactive Tutorials: AI can guide students through complex problems step-by-step, adapting explanations to their learning pace.

Example Prompt: "Provide a detailed explanation of the photosynthetic process, emphasizing the molecular mechanisms of light-dependent and light-independent reactions."​

These applications not only enhance engagement but also foster a deeper understanding of the subject matter, aligning with the core principles of active learning.

Considerations for Implementation

While integrating AI into active learning environments offers significant potential, it's crucial to approach this integration thoughtfully.​

Maintain Human Oversight

Educators should actively guide generative AI interactions to ensure they align with learning outcomes and provide contextually appropriate content. Generative AI tools can support instruction by generating ideas or facilitating personalized learning paths, but they should not replace the educator's role in fostering critical thinking and contextual understanding. Establishing clear guidelines on AI usage helps maintain academic integrity and ensures that technology serves as an aid rather than a substitute for human instruction.

​Promote Critical Thinking

Encouraging students to question and evaluate AI-generated content fosters analytical skills and deeper engagement with the material. By critically assessing the accuracy and relevance of AI outputs, students develop the ability to recognize credible information and become more autonomous learners. Incorporating activities that require students to compare AI-generated responses with traditional research can enhance their evaluative skills and understanding of subject matter.

Ensure Accessibility

Selecting generative AI tools that are accessible to all students is essential to promote equity in the learning environment. Consideration should be given to diverse needs and backgrounds, including varying levels of digital literacy and access to technology. Providing training sessions, alternative resources, and support mechanisms ensures that all students can effectively engage with AI-enhanced learning activities. Additionally, choosing generative AI platforms that comply with accessibility standards helps accommodate students with disabilities, fostering an inclusive educational experience.

For guidance on writing effective prompts, refer to the Best Practices for Writing Effective Prompts.

Looking Ahead

As we continue to explore the synergy between generative AI and pedagogical strategies, our next focus will be on experiential learning. We'll examine how generative AI can create immersive experiences that bridge the gap between theory and practice.​

Stay tuned for the next article in our series: Generative AI Meets Experiential Learning.

Reference:

 

ElSayary, A. (2024). Integrating generative AI in active learning environments: Enhancing metacognition and technological skills. Journal of Systemics, Cybernetics and Informatics, 22(3), 34–37. https://doi.org/10.54808/jsci.22.03.34

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Washington, G. (2025, January 31). Generative AI Meets Active Learning [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/