Jul 2026· Psychology Learning & Teaching· 1 citation· 35 references
Abstract
This commentary critically responds to the target article's argument that artificial intelligence (AI) literacy is best developed within the psychology major and that psychology is uniquely positioned to lead this effort. We contend that locating AI skill development within a single discipline, rather than integrating foundational, domain-agnostic AI competencies across disciplines, limits benefits for graduates. We also highlight some overlooked risks, including algorithmic bias amplification in a discipline already struggling with diversity, and over-reliance on AI for therapeutic functions. Because employers prioritize enduring human skills over technical fluency, we conclude that psychology's greatest potential lies at the intersection of deep human skills, responsible AI proficiency, and discipline-specific applications.
This paper argues that the core problem extends beyond academic dishonesty to a deeper misalignment between assessment practices and the learning outcomes they are intended to measure, and highlights the need for alternative assessment models that emphasize process over product.
Md Zarzees Uddin Shah Chowdhury, Samin Khan· 0 citations
It is proposed that AI literacy is no longer an isolated technical skill but a mandatory pillar of modern civic and professional competence, demanding immediate, equitable integration into global educational curricula and organizational training paradigms.
Cyrus D. Santiago· American Journal of Data Sci...· 0 citations
This article argues student leadership programs can turn AI from a plagiarism risk into a laboratory for craft intelligence and deliberate stewardship, which safeguards how knowledge is created, tested, and shared.
Christine Haskell· New Directions for Student L...· 0 citations
Generative artificial intelligence (GenAI) is transforming higher education, yet current AI literacy frameworks primarily assess what students know about AI and how they use it rather than how they think while learning with AI. This paper introduces Reflective Human–AI Learning (RHAL), a complementary construct that ca...
Alison Munsch· Communications of the IIMA· 0 citations
It is argued that the central educational issue is not whether the generative artificial intelligence is beneficial or harmful in itself, but under what conditions AI-assisted performance becomes genuine, transferable research competence.
Mohamad Rami Al Jundi, Bashar Abdulkareem Alali, Rama Alothman et al.· Research Journal of Maaref U...· 0 citations
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