Abstract
While Artificial Intelligence adds many advantages to education, it also wreaks havoc on what higher education institutions stand for – the very essence of knowing, doing, coexisting, becoming. Many students have a tendency of using AI in an unreflective manner, escaping the true meaning of learning. This study explored the experience of a faculty member who reframed the teaching role from policing to collaboration, aiming to guide students in rethinking the significance of intellectual and real-world workplace skills vis-à-vis AI. Prior to teaching the course, faculty engaged students in deliberate dialogues on 1) the virtues of knowledge, human judgment, self-efficacy, societal values; and 2) the identification of AI competencies and the implications for an evolving workforce. Preliminary data included faculty observations on the dialogues which revealed a perception shift in the value of education; and awareness of AI skills. To conclude, as AI cannot be reversed or halted, guided engagement needs to be taught through deliberate dialogues, shared responsibility, critical inquiry, and curiosity to sustain the core values of education. This shared approach invites students to shape their educational experiences.
Department/Program
Advanced Education Programs
Submission Type
in-person poster
Date
4-10-2026
Rights
Copyright the Author(s)
Recommended Citation
Dalat Ward, Yaprak
(2026)
"The Rabbit Hole: Guided Engagement with AI in Learning,"
SACAD: Scholarly Activities: Vol. 2026, Article 48.
Available at:
https://scholars.fhsu.edu/sacad/vol2026/iss2026/48
