Teacher supports for self-regulated GenAI feedback engagement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends concrete teacher actions to operationalise the cyclical model: 'teachers should assist students in defining their individual feedback goals before seeking feedback', teach metacognitive strategies for planning, monitoring and evaluation through modelling, and provide ample opportunities for students to engage with GenAI tools for feedback purposes so they can reflect on leveraging these tools for self-development.

Design Implications¶

Context¶

Requirements¶

• Teachers need to provide guidance and training on engineering prompts, and students need to internalise prompt engineering through practice

Constraints¶

• The paper cautions that if students are not properly trained or misuse GenAI, it could inhibit their engagement and learning

Target Learners¶

• higher education students

Target Learning Goals¶

• prompt engineering, evaluative judgement of GenAI feedback, ethical use of GenAI

Related Strategies¶

• Self Monitoring Strategies
• Self Regulated Learning Instruction
• Learning Dashboards
• Support metacognitive awareness by providing time and place for reflection, regulation-practice tasks, and profile-sensitive support

Examples¶

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Key Sources¶

• Ying Zhan, David Boud, Phillip Dawson & Zi Yan (2025) Generative artificial intelligence as an enabler of student feedback engagement: a framework, Higher Education Research & Development, 44:5, 1289-1304, https://doi.org/10.1080/07294360.2025.2476513