Design authentic, scaffolded activities that convert students' intuitive GenAI concerns into explicit ethical competencies¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends designing authentic, scaffolded assessment activities informed by students' existing GenAI use and concerns. These activities "aim to convert students' intuitive concerns into explicit competencies in ethical decision-making, prompt engineering and verification," moving learners through staged tasks from human-only work to AI-integrated work with critical reflection.

Design Implications¶

Context¶

Requirements¶

• Activities must be informed by qualitative evidence of students' actual GenAI use and concerns

Constraints¶

• Grounded in journalism education contexts where GenAI raises integrity, authorship and professional-value concerns

Target Learners¶

• Undergraduate journalism students

Target Learning Goals¶

• Ethical decision-making
• Prompt engineering
• Verification

Affordances¶

• Genai Journalism Assessment Ethical Framework

Related Strategies¶

• Scaffolded AI integration with teacher training and reflective tasks to reduce over-reliance
• Embed GenAI literacy and ethical use directly in nursing curricula rather than prohibiting it
• Institutions should respond to generative AI in education with guided critical engagement rather than prohibition
• Use structured reflection tables, learning journals, prompt variation, adversarial queries, and peer debate to cultivate AI intuition
• Provide explicit instruction in AI prompting and information verification alongside AI integration in laboratory courses
• Provide teacher guidance on GenAI use, prompt engineering, ethics, and targeted classroom activities for translation

Examples¶

-

Key Sources¶

• Ngu, I. Y., & Weller, D. (2026). From Classroom Design to Newsroom Practice: Designing GenAI Assessment Intervention. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/4281ht04