Abstract
This article examines how faculty at a college of education are integrating generative AI tools into graduate and doctoral educator preparation programs. Drawing on faculty inquiry and course-based observations across multiple contexts — including early childhood education, secondary education, special education, and doctoral programs in education — the article synthesizes emerging lessons and practices of AI literacy development, pedagogical approaches, and instructional design. We present an evidence-informed, reflective account of faculty practice through the lens of the scholarship of teaching, exploring how educators are navigating AI content, literacy, and practices in real courses, what students are learning, and what instructional decisions support thoughtful, critical AI use. Three shared themes emerge: the importance of developing professional judgment alongside technical familiarity with AI, the necessity of addressing equity and ethics explicitly rather than incidentally, and the value of positioning AI as a thinking partner and collaborator rather than a replacement for human expertise. The article concludes with practical implications for faculty seeking to integrate AI in ways that are forthright about uncertainty, grounded in pedagogical purpose, and attentive to learners' diverse needs.
Recommended Citation
Elkordy, Angela; Carrier, Stuart I.; Denny, Jack; Wakefield, Donna; and Keneman, Ayn F.. (). Exploring AI in Higher Education: Reflections on Research-Informed Practices for Teaching and Learning. i.e.: inquiry in education: Vol. 18: Iss. 1, Article 7.Retrieved from: https://digitalcommons.nl.edu/ie/vol18/iss1/7