AI guidance for teachers
AI should not be regarded as an add-on to education, but as a factor that affects how programme objectives, learning activities and assessment need to be designed as a whole. At SCI, this forms part of the work to develop the quality of programmes and courses and to provide the faculty with the conditions needed for continued development.
AI as an integrated part of learning, professional competence and assessment
The rapid development of AI is changing the conditions for learning, knowledge development and professional practice. AI should therefore not be regarded as an add-on to education, but as a factor that affects how programme objectives, learning activities and assessment need to be designed as a whole.
Based on this, programme follow-up includes analysing how the programme is affected by AI in terms of 1) what students need to know and be able to do, 2) how they learn and 3) how their knowledge and skills can be assessed, taking as a starting point the future professional practice for which students are being educated.
The analysis of what students need to know and be able to do includes determining which AI-related capabilities are central to the programme. This means that students should be given the opportunity to use AI responsibly, develop a reflective approach to the opportunities and consequences of AI, including ethical aspects, and be able to assess the reliability and suitability of AI tools and apply them within their discipline. Depending on the focus of the programme, this may also include developing more advanced capabilities to adapt or develop AI-based solutions.
The analysis should provide an overall picture of the area at programme level and result in a development plan for the programme, documented in Appendix 1. The programme objectives matrix should also be used to analyse which courses contribute to this objective. The questions below are intended to support the analysis and do not need to be answered individually. The focus should not be on extensive descriptions, but on producing a relevant development plan.
AI and programme objectives (what students need to know and be able to do)
- How does AI change which knowledge and capabilities are central within the programme’s subject area? What do students still need to be able to do independently, and what can be carried out in interaction with AI?
- Which capabilities do students need to develop in order to work in a professional context where AI is an integrated part of practice, for example judgement, critical evaluation, responsibility and human–AI interaction?
AI and learning activities (how students learn)
- How can learning activities be designed so that they develop students’ active knowledge and capabilities rather than reducing learning to the consumption of AI-generated content?
- How are students given opportunities to develop an informed and responsible approach to using AI in their learning?
AI and assessment (how knowledge and capabilities are demonstrated and assessed)
- How does assessment need to be developed so that it can continue to demonstrate and assess students’ own capabilities in a context where AI is available?
- In which situations is it relevant for students to work without AI, and in which situations is it important for AI to be integrated as part of the task?
- How can assessment be designed to evaluate students’ ability to use AI in a skilled, critical and responsible manner, rather than merely to produce an output?
Development regarding AI as an integrated part of learning, professional competence and assessment
- Based on your assessment of the current situation, how can the programme continue to develop in relation to AI?
- What opportunities and challenges do you see for the continued development of AI within the programme?
- What needs for support and professional development do you see in order for the programme to continue developing in this area?