Abstract
Acknowledging the UK government’s support for generative AI in curricula, this chapter highlights the importance of addressing the AI literacy gap among educators. A recent HE Select Committee report (2024) revealed a trend of self-training and siloed initiatives, underscoring the need for a more consistent sector-wide approach to AI literacy support. Set within a Post-92 university in the northwest of England, our two case studies respond to this challenge via practice-based suggestions for bridging the AI literacy gap through staff-embedded cultural and pedagogical shifts. The focus is on continuous professional development (CPD) initiatives for educators, initiatives informed by ethical principles for generative AI use and curated by a cross-university working group led by the Centre for AI in Education. The first case study evaluates the Centre for AI in Education’s interdisciplinary work in developing ethical guiding principles for the integration of generative AI. The evaluation is informed by data-rich field notes, participant observations, and feedback from educators across the institution who implemented the guidance within the first academic term of 2024/25. The second case study examines how using generative AI to tailor CPD within the School of Engineering significantly increased faculty engagement and informed bespoke pedagogical approaches. While highlighting the benefits of generative AI and its future potential, the study also brings several limitations into sharp focus and emphasizes the necessity, desirability and value of the (human) educator role.
Presenters
Lucy CatonLead for the Centre of AI in Education and Senior Lecturer, School of Education, The University of Bolton, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Generative AI, Continuous Professional Development, Human Intelligence, Pedagogy
