Integration of AI in KTH’s courses and programmes offered

Background / Problem Formulation

In a world of generative AI, educational contexts often focus narrowly on cheating in examination and assessment. However, this perspective is too limited; the fundamental discussion needs to be broader. How can KTH facilitate a coordinated dialogue and direction on how AI content should be integrated in a planned and strategic manner in undergraduate education at KTH to ensure that students graduate with relevant and cutting-edge AI competences?

This project will work with courses and programmes at first-, second- and third-cycle levels. In parallel, several AI-related projects are being launched under the Educating for the Future initiative, alongside work by the Faculty Council’s Ethics Committee through the “AI and Learning” working group (see below).

Purpose and Objectives

The purpose is for KTH to be at the forefront of integrating AI skills into education, particularly in light of the future labour market’s demand for AI-educated engineers.

Impact Objectives

• Develop ambassadors and change leaders capable of guiding the continued development of AI in teaching across all schools at KTH.

• Lay the foundation for integrating AI as subject content into KTH’s official course syllabi and intended learning outcomes.

Project Objectives

• Create a platform for idea exchange and pedagogical development among the teaching staff, leading to courses and programmes being revised to include AI skills within relevant subject areas.

• Provide pedagogical guidance on how AI should/can/could be included in teaching at KTH; as a guiding project, its processes will be piloted in 2–3 courses per school at first-, second- and third-cycle levels.

Scope and Preconditions

The project will not address issues concerning:

• Ethical aspects of AI usage, such as cheating, plagiarism, or examination and assessment;

• Administrative processes where AI could be used as a tool.

The project must maintain ties with the Faculty Council and faculty boards. A special connection is required to other educational development projects within the Educating for the Future initiative that concern AI, as well as to the “AI and Learning” working group recently formed by the Ethics Committee of the Faculty Council.

Milestones and Preliminary Schedule

The initial target is to work with 1–3 courses per school to either (a) resolve identified issues within a course and/or (b) develop the use of AI within a course.

High-Level Timeline

• Autumn 2024: Identify faculty members (and courses) to participate; plan project activities and deliverables.

• Spring 2025: Based on participating members’ courses, identify and analyse modules where AI can/should be included. Next, identify other subjects and courses for AI integration.

• Autumn 2025: Reformulate official course syllabi and learning outcomes and develop new educational content based on identified needs; draft a project plan for potential scaling up.

Project Organization

In addition to Project Manager Arnold Pears, the following are planned:

• Project participants, consisting of at least one teacher from each school;

• Administrative support from the Division of Learning (LES, ITM) to coordinate case studies, etc.;

• A steering group.

Other AI-Related Projects/Initiatives at KTH

This project coordinates and aligns other AI-related projects and initiatives at KTH:

• The Faculty Council’s Ethics Committee has a working group on AI and Learning — chaired by Vice Dean Nina Wormbs.

• Problem-based Question-driven Learning (pQBL) with AI-generated learning outcomes and activities* at EECS — led by Olle Bälter.

• Interactive Learning with Automated Feedback and Continuous Assessment (IAK)* at EECS — led by David Broman.

• Model for Ethical AI Integration in the Master’s Programme in Industrial Engineering and Management* at ITM — led by Åsa-Karin Engstrand.

• Digital Guide for AI Integration in Industrial Engineering and Management and Organization* at ITM — piloting a guide for handling AI in teaching and assessment linked to the Master’s in Technology-based Entrepreneurship (TTBEM), led by Anna Nyquist.

*Projects under the Educating for the Future 2024 framework.