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International Journal of Transformative Teaching and Learning in Higher Education

Submission Category

Practice-Based Article

Abstract

In this practice-based article, we share our experiences integrating Generative AI (GenAI) conversations into an undergraduate Critical Media Literacy course. Drawing from student surveys and self-assessments, qualitative analysis of classroom discussions, and reflective conversations between the authors, we found that our students perceived AI as both a learning aid and potential tool for cheating, depending on its intended use. We also found that students required more time and support than we initially thought to develop a critical perspective on GenAI tools. Reflecting on our experience and students’ feedback, we offer practical guidance for educators seeking to foster a more informed, critical dialogue on the role of AI in their classrooms. We call on educators to engage in open conversations about GenAI with students. We argue that it is not only essential to teach with AI but also to teach about AI, exploring its ethical implications and role in education.

License Information

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).

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