Instructional Model for Human-Centered Generative AI Engagement: five recursive phases for LLM-integrated learning

Design · All designs
Evidence · no claims cited

Description

A constructionist pedagogical framework that structures student engagement with text-based LLMs in higher education. It is organized around five recursive phases: critical and ethical awareness, prompt literacy, AI-supported learning, reflection and revision, and independent application. The authors state it was developed by synthesizing established learning theory with the authors' instructional experience, and that it helps faculty scaffold LLM-related learning by integrating hands-on experimentation, ethical reflection, and purposeful interaction with LLMs.

Design Implications

Context

Requirements

• Instructors enact the phases through modeling, transparency, and classroom culture; the framework assumes relational elements such as feedback, encouragement, empathy, and cultural responsiveness remain central

Constraints

• As a conceptual contribution, the model was not derived from a single empirical study and the authors state it now invites empirical evaluation

Target Learners

• higher education students

Learning Goals

• ethical and responsible use of generative AI
• prompt literacy
• metacognition
• independent application of AI judgment

Claims

Related Designs

• A design-oriented pedagogical framework for integrating LLMs to scaffold critical thinking in higher education
• Prompt Literacy Cycle: a five-stage recursive structure for daily prompting practice

Examples

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Key Sources

• April Joy Miles, Paige Haber-Curran, Khalid Arar. (2026). Prompts to Practice: A Pedagogical Framework for Human-Centered AI Engagement. Open Praxis, 18(3), 481–494. https://doi.org/10.55982/openpraxis.18.3.1191

Page metadata

Field	Value
type	design
id	instructional-model-human-centered-generative-ai-engagement
title	Instructional Model for Human-Centered Generative AI Engagement: five recursive phases for LLM-integrated learning
description	A constructionist pedagogical framework that structures student engagement with text-based LLMs in higher education.
status	review
generated	by process:settle-candidates on 2026-10-11
trust	unverified — no one has confirmed this page's content
sources	1 — april-joy-miles-2026

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