Integrate Gen-AI as a targeted instructional tool using medium-to-long-term (8–16 week) interventions, phased scaffolding, and guided prompts rather than direct answers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on its findings, the study proposes that Gen-AI "should be systematically integrated as a targeted instructional tool to foster HOT", with medium- to long-term interventions of 8–16 weeks recommended. To mitigate risks of long-term use, the authors recommend phased scaffolding in which AI support is systematically faded, and guided Gen-AI interaction using carefully designed prompts that steer the tool toward providing conceptual frameworks or reasoning processes rather than direct answers. They also recommend professional development for educators on integrating Gen-AI into instructional design.

Design Implications¶

Context¶

Requirements¶

• Educator professional development on integrating Gen-AI tools into instructional design
• attention to learners' SRL levels when tiering support

Constraints¶

• Effects weaken for interventions shorter than 8 weeks or longer than 16 weeks; benefits appear limited for students with low SRL and in lecture-based contexts

Target Learners¶

• K-12 students
• post-secondary students

Target Learning Goals¶

• higher-order thinking
• problem-solving ability
• critical thinking
• self-regulated learning

Claims¶

Related Strategies¶

• Introduce prompt-engineering training before students use Gen AI for structured self-study techniques

Examples¶

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Key Sources¶

• Zhao Yan, Yue Yuhe, Sun Zhonghua, Jiang Qiang, Li Gangsheng. (2025). Does Generative Artificial Intelligence Improve Students’ Higher-Order Thinking? A Meta-Analysis Based on 29 Experiments and Quasi-Experiments. Journal of Intelligence. https://doi.org/10.3390/jintelligence13120160