Jul 2026· Annual Conference on Innovation and Technology in Computer Science Education· pp. 789-790· 0 citations· 12 references
Computer Science
TL;DR
This Working Group will first identify a concise set of GenAI literacy learning objectives informed by instructor experience, research literature, and community input, and subsequently design pedagogical resources aligned with these objectives.
Abstract
The widespread adoption of Generative AI (GenAI) tools by students across different educational levels highlights the need for them to develop robust GenAI literacy, including a working understanding of these systems' fundamental concepts, their limitations, and implications for responsible use. However, misconceptions about GenAI, such as perceiving these systems as mere search engines or database lookup systems, are commonly observed among students, while the availability of teaching resources remains fragmented, and learning objectives lack alignment. This Working Group aims to design pedagogical resources for computing science instructors, enabling them to develop students' GenAI literacy. To achieve this, the Working Group will first identify a concise set of GenAI literacy learning objectives informed by instructor experience, research literature, and community input, and subsequently design pedagogical resources aligned with these objectives.
A Design Science Research approach is adopted and multiple GenAI-based interventions at a French business school are implemented, indicating increased student awareness and confidence in critically using GenAI and six actionable design principles are derived to support the meaningful integration of GenAI into higher ed...
Sarah Hönigsberg, Laura Watkowski, Sabrine Mallek et al.· 0 citations
Student engagement in developing open educational resources (OER; openly licensed materials without fees to access) may be critically important for sustainable higher education and for developing important skills. There has been substantial debate about the use of generative artificial intelligence (GenAI) for the sust...
Virginia Clinton-Lisell· Sustainability· 0 citations
AI has the highest potential in education when it is used to complement rather than to replace human instruction, and when universities combine technology use with training in critical thinking, digital ethics, and self-control.
Sunny Seth, Disha Grover· Journal of Asia Entrepreneur...· 0 citations
The Pedagogical Prompting Feedback Cycle is offered as a teacher-oriented way of translating existing instructional expertise into AI-supported practice and presented as a tentative conceptual model rather than a validated framework: it is meant to provoke inquiry and design, and it requires empirical validation across...
Ali Khodi, Samantha M. Curle, Víctor Parra-Guinaldo· Frontiers in Education· 1 citation
It is concluded that prompt engineering should be formally integrated into EFL writing instruction to cultivate essential digital-age literacy skills and advocate for curriculum innovation that effectively bridges traditional composition pedagogy with the emerging demands of AI-mediated communication.
It is argued that students' needs matter on their own, the field should start from what students need when deciding how to use AI in design education, and good educational frameworks should be anchored in the learner, not driven by technology.
Antong Zhang· AHFE International· 0 citations
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