Integrating Generative AI into Undergraduate and Postgraduate Curricula: an interactive workshop

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1712

Keywords:

Generative AI, curriculum development, AI tools, AI literacy, AI framework

Abstract

The emergence of generative Artificial Intelligence (AI) presents both opportunities and challenges for higher education, requiring holistic approaches to developing students’ AI literacy. This interactive workshop addressed the critical need for a holistic integration of AI literacy at module and programme levels, supporting educators in developing comprehensive integration strategies. Drawing on the AI in teaching and learning framework (Zhou and Schofield, 2024), this session engaged Learning Developers and educators in practical approaches to embedding AI literacy across the curriculum. The framework encompassed four essential dimensions developed by Ng et al. (2023): know and understand, use and apply, create and evaluate, and AI ethics. The workshop provided participants with practical strategies through mapping learning outcomes to AI literacy dimensions, aligning teaching and learning activities with AI tools and embedding ethical considerations in AI-enhanced learning activities. Participants engaged in interactive activities to develop practical implementation plans suited to their practice/module. Drawing on two case studies (one at the module level and the other at the programme level) of the framework implementation, the session demonstrated how holistic AI integration enhances student AI literacy at a progressive level. During the workshop, participants engaged using Mentimeter to discuss linking learning outcomes, teaching activities, and AI tools, developing plans for adopting the frameworks within their own practice. This session contributed to the growing discourse on AI in higher education by providing practical, framework-based approaches to AI integration.

Author Biographies

Lilian Schofield, Queen Mary University of London

Lillian Schofield is the Deputy Director of Education (Student Experience) at the School of Business and Management, Queen Mary University of London. She is a Senior Fellow of the Higher Education Academy and is an award-winning educator and the Lead Guest Editor for the Journal of University Teaching and Learning Practice Special Issue on Constructivist Approaches and Active Learning in Knowledge Creation with Generative AI. Her interests are critical Management pedagogy, social change, and learning pedagogies in Management education.

Xue Zhou, Queen Mary University of London

Xue Zhou is a Professor in AI in Business Education and a Principal Fellow of the Higher Education Academy (PFHEA), recognised for her strategic leadership in advancing curriculum innovation, AI integration, and academic development across higher education. Her research focuses on the ethical and effective use of artificial intelligence in education and industry, with particular interests in AI literacy, digital pedagogy, interdisciplinary co-creation, and technology-enhanced learning. Professor Zhou is an Associate Editor of Intelligent Technologies in Education and serves as a guest editor for several academic journals in the fields of digital education, business innovation, and AI.

References

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Zhou, X. and Schofield, L. (2024) ‘Developing a conceptual framework for Artificial Intelligence (AI) literacy in higher education’, Journal of Learning Development in Higher Education, 31, pp.1-13. Available at: https://doi.org/10.47408/jldhe.vi31.1354

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Published

30-09-2025

How to Cite

Schofield, L., & Zhou, X. (2025). Integrating Generative AI into Undergraduate and Postgraduate Curricula: an interactive workshop. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1712

Issue

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

Section

Conference Proceedings

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