Scaffold AI use without undermining student autonomy through structured prompts, ethical checklists, and reflection journals¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends that educators and instructional designers "scaffold AI use without undermining student autonomy" by providing clear structures such as step-by-step prompts, a checklist of ethical concepts, or reflection journals while still allowing students to decide how deeply to engage at each AI-ARC stage. This scaffolding is intended to build confidence and critical skills without slipping into overreliance. Integrating the framework with academic integrity policies normalizes responsible AI use as part of integrity rather than a separate compliance burden.

Design Implications¶

Context¶

Requirements¶

• Structures must preserve student freedom to decide how deeply to engage at each stage of the framework

Constraints¶

• The paper presents these strategies as recommendations, not as tested interventions

Target Learners¶

• K-12 and higher education students

Target Learning Goals¶

• responsible AI use
• critical thinking
• academic integrity
• self-regulated learning

Affordances¶

• Ai Arc Framework Ask Reflect Create

Related Strategies¶

• Institutional governance should establish practical conditions supporting AI literacy, learner agency, and critical evaluation rather than relying on prohibition and detection
• Use structured reflection tables, learning journals, prompt variation, adversarial queries, and peer debate to cultivate AI intuition

Examples¶

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Key Sources¶

• Wood, D., & Moss, S. (2026). Cultivating Agency and Responsible AI Use Through the AI-ARC Framework. Journal of Instructional Design and Technology, 1(1), 8–17. https://doi.org/10.65201/CJHS2205