AI-augmented instructional design creates tensions between generative affordances and student agency, identity, and academic integrity¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Educators grapple with balancing GenAI's generative affordances against maintaining student agency, creativity, and deep engagement, while co-authorship with AI challenges traditional definitions of academic integrity and originality. → Ó Ceallaigh 2026

Evidence¶

Ó Ceallaigh 2026¶

Ó Ceallaigh, T. J. & Murphy, S. (2026). Teaching the teachers: A systematic review of genAI-specific technological pedagogical knowledge (TPK) in teacher education. Computers and Education Open, 10, 100367. https://doi.org/10.1016/j.caeo.2026.100367

q2 · i? · review · r2

Thematic synthesis finding from the review's AI-augmented instructional design theme, drawing on qualitative and mixed-methods studies of pre-service teachers and educators. The review reports these instructional tensions around "student agency, creativity, and deep engagement" and the emergence of co-authorship with AI; no effect sizes are printed.

"Educators often grapple with balancing the generative affordances of AI against the need to maintain student agency, creativity, and deep engagement with learning"

Discussion¶

Related Claims¶

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