Conceptual model positioning students as co-designers of course policies through guided inquiry, perspectival thinking, and student voice

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article's conceptual model (Figure 1) positions students not only as learners but as co-designers of course structures and policies. It integrates guided inquiry as the activity frame with perspectival thinking from situated learning theory and principles of student voice, so that "perspectival thinking, informed by situated learning theory and principles of student voice, helps students examine AI policy guidelines from multiple stakeholder perspectives." The model treats the GenAI policy itself as both an artifact for student engagement and a pedagogical tool, complementing top-down policy analyses by centering student agency.

Design Implications

Context

Requirements

• A guided inquiry learning environment with curated resources and structured individual-then-collaborative policy design tasks
• Instructor and institutional support for multi-stakeholder discussion

Constraints

• The study reframes policy as a social process rather than a fixed institutional document; co-design does not imply instructors or students alone bear responsibility for policy development

Target Learners

• undergraduate students in technology ethics coursework

Learning Goals

• AI literacy
• perspectival thinking about AI governance
• student voice in policy formation

Claims

• Students Prioritize Training Disclosure Institutional Support Genai Policy [+M]
• Reflection Stakeholder Perspectives Two Thirds [+M]

Related Designs

Examples

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Key Sources

• Hingle, A., & Johri, A. (2025). A Guided Inquiry Approach to Students Co-Designing Generative AI Course Policies. https://www.google.com/search?q=A+Guided+Inquiry+Approach+to+Students+Co-Designing+Generative+AI+Course+Policies. doi:10.1108/aiie-05-2025-0123

Page metadata

Field	Value
type	design
id	guided-inquiry-perspectival-student-voice-genai-model
title	Conceptual model positioning students as co-designers of course policies through guided inquiry, perspectival thinking, and student voice
description	The article's conceptual model (Figure 1) positions students not only as learners but as co-designers of course structures and policies.
status	review
generated	by process:settle-candidates on 2026-10-11
trust	unverified — no one has confirmed this page's content
sources	1 — hingle-2025

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