• Incorporating GenAI in your classroom

Recent advancements in educational technology have shown that GenAI or large language models (LLMs) have the potential to automate the tedious process of generating and analyzing textual content. However, there are concerns about their practicality and ethical implications.

The following practices (Chan, 2023) are suggested for incorporating GenAI in your classroom:

  • 1. Discuss among stakeholders together

    Consider your specific learning outcomes and how GenAI might support them. Discuss potential ethical issues and resources required, Seek perspectives from different stakeholders. Also, ensure to review the university’s policy on the use of AI in teaching and learning.
  • 2. Decide in your course how GenAI can be used

    Think about the specifics of your course content and learning outcomes. Decide which type of AI tools are most suitable and ensure that these tools are accessible to all students.
  • 3. Discuss with your students the strengths, weaknesses, opportunities and threats of GenAI

    Foster an open dialogue about the use of GenAI in the classroom.
  • 4. Redesign your assessment approach to enhance student learning

    Explore innovative assessment strategies that leverage GenAI’s capabilities while maintaining academic integrity. Consider strategies that encourage authentic work, critical thinking, and creative problem-solving.
  • 5. Communicate clearly with your students how GenAI will be used in your course

    Be transparent about why and how you are using GenAI, what students can expect, and any changes in assessment methods. This can help manage expectations, ensure that students are prepared, and reduce anxiety.


In a philosophy course, a professor aims to boost student engagement and facilitate deeper discussions on philosophical topics using technology, as the traditional lecture format lacks dynamic interactions and opportunities for students to develop and refine their own perspectives through discussions and counterarguments.

Suggestion: ChatGPT as an Interactive Debate Partner for Classwork. Each week, students will explore a philosophical stance and engage in debates with ChatGPT to discuss the pros and cons of the stance. Students will submit reflective essays and chat logs capturing the debate and their reflections. In the subsequent class, students will review and analyse each other’s debates and reflections, fostering additional interaction and deepening their understanding of the philosophical stances explored. The use of ChatGPT as a debate partner allows for dynamic interactions and deeper discussions, enabling students to develop and refine their perspectives on philosophical topics.

  • Chan, C. K. Y. & Colloton, T. (2024). Generative AI in Higher Education: A ChatGPT Effect. Routledge.


In a senior-level English studies course focused on modern literature, the professor aims to refine students’ skills in analysis and synthesis of information while ensuring academic integrity. However, there is potential for students to rely too heavily on AI for essay writing, resulting in a loss of originality. Thus, the professor is interested in an innovative approach, emphasising analytical depth in student work while ensuring academic integrity.

Suggestion: “Reverse Engineering Essays.” Students receive an AI-generated analytical essay on a literary text and are tasked with breaking it down to identify its arguments, themes, perspectives, and rhetorical strategies. They then compare the AI’s interpretation with their own understanding, noting any disparities and drawing connections. Using this task, students draft an essay outline or concept map for how they would approach the topic, supported by original examples from the literary work. Teachers can use software (such as Padlets and Miro boards) for students to virtually share their work, provide feedback to each other, and facilitate further discussion. This approach emphasises analytical depth and originality while addressing potential issues with academic integrity and over-reliance on AI.

  • Chan, C. K. Y. & Colloton, T. (2024). Generative AI in Higher Education: A ChatGPT Effect. Routledge.
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