Evolving Practice
Experiential Learning and Entrepreneurial Mindset Pedagogies in the World of AI : Advancing Learning in Higher Education with Digital Tools
Paper Presentation in a Themed Session Laura Robinson, Christina Dai, Katia Moles
Based on original data from over 300 students, this project designs, tests, and implements new instructional pedagogies in experiential learning settings that ask students to employ entrepreneurial strategies when using AI. The project engages students in course modules in social entrepreneurship and engineering courses. The project takes a mixed-methods approach to generate innovative pedagogies undergirded by an entrepreneurial mindset. We answer questions including: How does entrepreneurial problem solving enhance students’ ability to use AI appropriately? How can interdisciplinary perspectives optimize the development of curricular tools to be employed regarding AI use? For example, across disciplines, what digital skills do students need for critical thinking and misinformation identification when using AI? Our approach relies on learning-by-doing pedagogies in which students produce a curated work product through which they interact with and critically evaluate AI. Thanks to our learning-by-doing approach, our pedagogies provide students with enhanced learning experiences and critical reflection opportunities as they acquire critical AI skills that prepare them to understand and utilize AI-driven tools including effectively understanding AI as a tool to critically generate information, identify misinformation generated by AI, and problem solve in experiential learning settings. The results generate new approaches that may be used across disciplines that extend far beyond information verification, linking AI use to the broader entrepreneurial mindset rooted in Critical Thinking and Problem Solving; Initiative and Self-Reliance; Opportunity Recognition; and Future Orientation.
Using Artificial Intelligence Tools in Virtual English Learning: The Case of a Tutoring Project View Digital Media
Paper Presentation in a Themed Session Evelyn Valverde Marín, Hillary María Lizano Mora
In today’s digital age, artificial intelligence (AI) has expanded in every area of education and English language teaching and learning are not the exception. Currently, English language teachers have thousands of resources available to prompt the use of AI tools to create follow-up exercises, complete lesson plans and warm-ups for their classes. Similarly, language learners benefit from AI by accessing tools that provide them with autonomous and personalized learning experiences. This qualitative research delves into the experiences of high school students enrolled in an English learning tutoring project offered by a public university in Costa Rica, and the tutors working in the project. This project is led by pre-service teachers who tutor students virtually on a weekly basis. The research question that drove this case study was: To what extent do AI tools contribute to the English learning process during virtual tutoring sessions? The data collected corresponded to the perceptions of 10 high school students who attended sessions for a 12-week period, and in some of the sessions, students were introduced to applications and websites powered by AI. The perspectives of two tutors were also considered. The data, which were collected by means of a focus group and one-on-one interviews, revealed more opportunities than challenges. One clear opportunity was that in virtual sessions with a great number of students, AI tools became an ally since students highlighted the importance of receiving real-time feedback, increasing their autonomy, and enhancing their overall engagement.
Featured Integrating AI in English Language Assessment in the Philippines - a Critical Realism Approach: Examining Current Practices, Ethical Imperatives, and Stakeholder Perceptions to Enhance Learning Outcomes View Digital Media
Paper Presentation in a Themed Session Dan Henry Gonzales
This study explores how artificial intelligence (AI) can be effectively integrated into English language assessment practices in the Philippines to enhance teaching and learning outcomes. It employs a critical realism approach, balancing the objective dimensions of AI-driven data with the subjective experiences of educators, students, and policymakers. The research is guided by three core questions: first, identifying current assessment practices to pinpoint areas where AI tools can offer greater efficiency and deeper learning insights; second, determining key ethical considerations such as fairness, data privacy, and responsible technology use; and third, examining stakeholder perceptions, with an emphasis on acceptance, adoption, and policy implications. A mixed-methods design, incorporating both qualitative and quantitative analyses, provides a comprehensive understanding of the practical challenges and opportunities involved. Collaborations with academic and research institutions further inform policy recommendations, ensuring alignment with local contexts and global best practices. By integrating AI responsibly, this study proposes clear guidelines for improving assessment techniques, promoting equitable student outcomes, and advancing the quality of English language education in the Philippines.
