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From Bytes to Books: Navigating the AI Frontier in Postsecondary Education.

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Title: From Bytes to Books: Navigating the AI Frontier in Postsecondary Education.
Authors: Arce-Trigatti, Andrea, Silber-Furman, Dorota, Klaschus, Aimee, Willis, Hannah
Source: Thresholds in Education. Spring2026, Vol. 49 Issue 1, p95-112. 18p.
Subject Terms: *Generative artificial intelligence, *Postsecondary education, *Artificial intelligence, *Didacticism, *Educational technology, *University & college administration, Artificial intelligence & ethics, Software frameworks
Abstract: Many scholars agree that there is no consensus between what students and teachers consider as proper use of generative Artificial Intelligence (AI). Further, even if there are a plethora of studies on the topic of AI as technical integration to the curricula and academia, a scarcity of research still exists as it relates to ethical aspects. The purpose of this Conceptual Framework contribution is to offer a new approach to understanding how to integrate AI into postsecondary teaching, learning, and administrative tasks. Specifically, we center this piece around the following question: how do educators, students, and administrators leverage generative AI's expanding capabilities to improve teaching and learning, while minimizing educational risks? In doing so, we offer a combined ADDIE-AIAS framework that may help to mitigate these issues in higher education and pair this framework with examples from the field to illustrate its application in different contexts. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Many scholars agree that there is no consensus between what students and teachers consider as proper use of generative Artificial Intelligence (AI). Further, even if there are a plethora of studies on the topic of AI as technical integration to the curricula and academia, a scarcity of research still exists as it relates to ethical aspects. The purpose of this Conceptual Framework contribution is to offer a new approach to understanding how to integrate AI into postsecondary teaching, learning, and administrative tasks. Specifically, we center this piece around the following question: how do educators, students, and administrators leverage generative AI's expanding capabilities to improve teaching and learning, while minimizing educational risks? In doing so, we offer a combined ADDIE-AIAS framework that may help to mitigate these issues in higher education and pair this framework with examples from the field to illustrate its application in different contexts. [ABSTRACT FROM AUTHOR]
ISSN:01969641