Adapt the guided inquiry policy co-design activity across disciplines, framing AI as a sociotechnical system¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors offer a forward-looking design recommendation for instructors adapting the activity beyond technical fields. They state that "the guided inquiry activity can be adapted across disciplines to support AI literacy while aligning with varied course contexts, extending beyond specific technical fields." When adapting, instructors should frame AI not only as a technical tool but as a sociotechnical system embedded in human practices, institutional structures, and ethical commitments, helping students examine responsibility, acceptable use, and collective impact. Because policies and standards are common across professional fields, using them as design topics can help students consider the future of work in their disciplines.

Design Implications¶

Context¶

Requirements¶

• Attention to participant characteristics, rapport, and local relevance when replicating in other contexts

Constraints¶

• The authors note the study and module were tailored specifically to their class participants and findings are context-specific

Target Learners¶

• undergraduate students across disciplines

Target Learning Goals¶

• AI literacy
• responsible technology use
• understanding of governance scenarios

Affordances¶

• Guided Inquiry Perspectival Student Voice Genai Model

Related Strategies¶

• Adapt the two question-design strategies across disciplines: novel scenarios for logic puzzles, guided reasoning for proofs and critical analyses
• Teach students to distinguish durable principles from contingent capabilities to keep their model of the field current

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