Integrate GenAI into HSS education through scaffolded, practice-oriented training sequences and discipline-responsive, process-focused assessment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends integrating GenAI in HSS education via training that combines foundational conceptual instruction with hands-on practice, and assessment redesigned to prioritize reasoning and process. It states that "scaffolded learning sequences that progress from conceptual understanding to guided application can foster reflective and sustained engagement with GenAI in HSS education." Integration should be partial and discipline-responsive rather than uniform across fields.

Design Implications¶

Context¶

Requirements¶

• Institutional provision of practice-oriented training such as in-depth practical courses, plus clear usage guidelines and tailored policies across courses

Constraints¶

• Marked differences across HSS disciplines caution against assuming uniform impacts or pedagogical approaches
• Assessment must be recalibrated because current practices may not distinguish GenAI-assisted task completion from genuine learning

Target Learners¶

• Chinese higher-education students in humanities and social sciences disciplines

Target Learning Goals¶

• Responsible and pedagogically meaningful GenAI use supporting independent thinking, creativity, and academic integrity

Related Strategies¶

• Address generative AI in higher education through assessment redesign and proportional reflective practices rather than surveillance or punitive controls
• Redesign assessment toward progressive, authentic, and reflective methods rather than intensive paperwork

Examples¶

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Key Sources¶

• Lei Fan and Fangxue Liu. (2026). The impact of generative artificial intelligence on academic development of Chinese students in humanities and social sciences. https://arxiv.org/abs/2606.24104