Conversations with students on self-regulated learning with GAI

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1708

Keywords:

generative artificial intelligence, literacy, self-regulated learning

Abstract

How can learning developers foster AI literacy while helping students use AI ethically in their academic work? Recent research (Lin et al., 2024) shows students value generative artificial intelligence (GAI) for levelling the linguistic playing field, particularly for multilingual writers, while expressing concerns about unethical use, reduced critical engagement, and the flattening of linguistic diversity. As GAI literacy can support academic success (Seo et al., 2021; Hashim et al., 2022; Barrot, 2023), learning developers play a critical role in supporting students' self-regulated AI use to maximise learner benefits while avoiding pitfalls.

In this workshop, we shared our framework for teaching AI literacy in academic writing, building on Winne and Hadwin's (1998) COPES model of SRL and recent work on AI literacy (Allen and Kendeou, 2024). Our five-phase model integrated skills in prompt formation, output evaluation, and ethical AI use (see: https://wordpress.kpu.ca/gaiwriting/, Vytasek and Page, 2025).

Participants will explore implementing this framework across disciplines through educational scaffolding that addresses (a) defining the writing task; (b) planning and goal setting; (c) using learning strategies; and (d) applying metacognitive processes to evaluate, reflect, and improve on both task completion and broader skill development.

Author Biographies

Jovita Vytasek, Kwantlen Polytechnic University

Jovita Vytasek is a Learning Strategist and faculty member at Kwantlen Polytechnic University in British Columbia, Canada. She holds a PhD in Educational Technology and Learning Design and has over 15 years of experience in post-secondary teaching, educational research, and curriculum development. Her work focuses on enhancing student learning through innovative strategies, evidence-based practices, and strategic application of technology.

Christina Page, Kwantlen Polytechnic University

Christina Page is a faculty member at Kwantlen Polytechnic University. Her PhD in Education and subsequent practice have focused on the intersections of language, culture, academic literacies, and learning in postsecondary education. Her work spans both teaching and academic development. Her teaching practice focuses on guiding students in their transition to postsecondary education, and building up student skills, self-efficacy, and reflection.

References

Allen, L.K. and Kendeou, P. (2024) ‘ED-AI Lit: an interdisciplinary framework for AI literacy in education’, Policy Insights from the Behavioral and Brain Sciences, 11(1), pp.3-10. Available at: https://doi.org/10.1177/23727322231220339

Barrot, J.S. (2023) ‘Using ChatGPT for second language writing: pitfalls and potentials’, Assessing Writing, 57, 100745. Available at: https://doi.org/10.1016/j.asw.2023.100745

Hashim, S., Omar, M.K., Ab Jalil, H. and Mohd Sharef, N. (2022) ‘Trends on technologies and artificial intelligence in education for personalized learning: systematic literature review’, International Journal of Academic Research in Progressive Education and Development, 12(1), pp. 884-903. Available at: https://doi.org/10.6007/IJARPED/v11-i1/12230

Lin, M.P.-C., Liu, A.L., Poitras, E., Chang, M. and Chang, D.H. (2024) ‘An exploratory study on the efficacy and inclusivity of AI technologies in diverse learning environments’, Sustainability, 16(20), 8992. Available at: https://doi.org/10.3390/su16208992

Seo, K., Tang, J., Roll, I., Fels, S. and Yoon, D. (2021) ‘The impact of artificial intelligence on learner–instructor interaction in online learning’, International Journal of Educational Technology in Higher Education, 18, article number 54. Available at: https://doi.org/10.1186/s41239-021-00292-9

Vytasek, J. and Page, C. (2025) Writing thoughtfully with generative artificial intelligence. Available at: https://wordpress.kpu.ca/gaiwriting/ (Accessed: 1 August 2025).

Winne, P.H. and Hadwin, A.F. (1998) ‘Studying as self-regulated learning’, in D.J. Hacker, J. Dunlosky and A.C. Graesser (eds) Metacognition in educational theory and practice. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers (The educational psychology series), pp.277-304.

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Published

30-09-2025

How to Cite

Vytasek, J., & Page, C. (2025). Conversations with students on self-regulated learning with GAI. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1708

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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