Staged readiness strategy: establish policy clarity and faculty capacity-building before ambitious AI-enabled or online scale-up¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that institutions sequence AI and online expansion so that governance and faculty development precede scale. It states the evidence "supports a staged readiness strategy that begins with policy clarity and faculty capacity-building before ambitious AI-enabled or online scale-up", with institution-wide AI policies addressing permitted uses, disclosure norms, assessment design principles, data privacy, intellectual property, accessibility, and due process. Professional learning should be redesigned around assessment transformation and epistemic evaluation.

Design Implications¶

Context¶

Requirements¶

• Institution-wide AI policies, faculty development capacity, and instructional-design support must be in place before scale-up

Constraints¶

• Policy formation is currently incomplete and uneven, as both faculty and chief online officers report

Target Learners¶

• Higher education faculty and institutional leaders

Target Learning Goals¶

• Institutional readiness for AI-supported teaching and scalable online delivery

Affordances¶

• Epiq Ai Readiness Framework

Claims¶

• Institutional AI adoption is uneven, with partial adoption, incomplete policy development and uncertainty in high-stakes contexts [+W]

Related Strategies¶

• Embed anticipatory governance in institutional strategy via Chief AI Officers, AI task forces, faculty AI-literacy development, and student co-design mechanisms
• Staged institutional implementation: audit interactions, map to teaming levels, build AI literacy, co-design, and evaluate iteratively
• Co-create contextualized AI literacy policies via multi-stakeholder task forces with phased roadmaps

Examples¶

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Key Sources¶

• Sangwa, S., Ndahayo, C., Dusengumuremyi, F., & Mutabazi, P. (2025). Faculty Readiness for AI-Supported Teaching and Scalable Online Program Delivery in Higher Education: The EPIQ-AI Framework for Epistemic Integrity. https://doi.org/10.35542/osf.io/kj4vt_v1