Navigating the New Frontier: Recommendations to Address the Crisis and Potential of AI in the Classroom

• Published in: Teaching of psychology Vol. 52; no. 3; pp. 254 - 261
• Main Authors: Slade, Joseph J., Byers, Stephanie M., Becker-Blease, Kathryn A., Gurung, Regan A. R.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2025; Taylor & Francis Ltd
• Subjects: Active Learning; Artificial intelligence; Education; Educational Strategies; Higher education; Intelligent Tutoring Systems; Literature Reviews; Teachers; AI policy; AIED; AI ethics; education; educational technology; Artificial intelligence
• ISSN: 0098-6283; 1532-8023
• DOI: 10.1177/00986283241276098

Introduction The integration of artificial intelligence (AI) into higher education ushers in a new era of teaching and learning possibilities for both educators and students. Statement of the Problem These technologies not only offer unparalleled opportunities for personalized learning and instructional support, but also introduce challenges related to academic integrity. Literature Review The literature highlights AI's versatile applications in education, from facilitating research to acting as a tutor. Teaching Implications Educators can create AI-informed assignments that encourage active learning, critical thinking, and creativity. AI tools can be integrated as supports rather than substitutes for learning and foster an ethical framework within which students can explore AI's capabilities. Conclusion This review of AI's impact on education and the discussion of teaching strategies underscore the need for a nuanced approach to integrating AI in the classroom. By acknowledging both the challenges and opportunities presented by AI, educators can enhance teaching and learning while upholding academic standards.