✉️ Do you have any questions concerning this section of the hub or would you like support with the incorporation of AI literacy into your curriculum and course? Contact f.m.frittella@utwente.nl.

1. Define the AI-specific objectives relevant to your programme

As a first step, ascertain the role that AI could play in your curriculum. To do so, consider the following:

Consult with relevant stakeholders: Engage with your Work Field Committee and review industry trends to determine the role AI will play in the future careers of your graduates. For instance, through this consultation, you may find (a) which human tasks are increasingly being automated by AI tools, (b) which tools are most used, and (c) which human skills are valued the most.
Equip with AI literacy: Aim to provide students with the knowledge, skills, and ethical grounding to be both responsible users and creators of AI. For instance, following the UNESCO AI literacy framework (see the previous section on AI literacy), you may incorporate not only technical AI skills but also ethical considerations as well as values and beliefs needed to promote a ‘human-centred mindset’.
Align with digital competencies: Assess how AI fits into your program’s broader digital competencies (referencing frameworks like the EU DigiComp 2.2). In particular, focus on the skills students will need to effectively browse, search, and filter information using AI tools, as well as their ability to critically evaluate AI-generated content.
Tailor the technical depth of AI instruction: Adjust the level of technical AI skills taught in the curriculum based on specific job requirements. It’s important to distinguish between the skills needed for AI users, who engage with tools, versus AI creators, who develop or innovate with AI systems.

2. Identify available integration opportunities

Once you know what AI-related objectives and contents you want to incorporate into your curriculum, you may incorporate such objectives and contents into the curriculum using the two approaches discussed below.

A: Introducing dedicated teaching, learning, and assessment activities (TLAs) into existing courses: Integrating AI in this gradual, context-driven way is beneficial because it allows students to build their knowledge and skills over time. Visit this section of the resource hub for some concrete examples and useful resources.

Adding AI-focussed TLAs to existing courses

To introduce foundational AI objectives in a manageable way, consider, for example, incorporating a short presentation on an aspect of AI (e.g., what AI is, its benefits and limitations, ethical considerations, or its role in assessment tasks) within each course (or selected courses) in the programme.

Simultaneously fostering AI literacy and skill / knowledge development

AI can support the development of (higher-order) skills and/or domain knowledge by serving as a means for students’ comparative analysis of their knowledge and reasoning. You can integrate AI into your curriculum in conjunction with skills-related courses or learning objectives to serve a dual purpose: developing AI literacy while simultaneously enhancing higher-order thinking skills. By aligning AI tools with the development of essential skills like critical thinking, problem-solving, and communication, you can help students deepen their understanding of both AI and these core competencies. For instance, rhetorical and argumentative skills—critical for tasks like essay writing—can be strengthened through AI tools such as GPT. Students could use AI-generated text as a starting point, refining and analysing the output, reflecting on their revisions, and applying an analytical framework to assess their work. In the same way, you may introduce AI-generated output in conjunction with the acquisition of domain knowledge, asking students to identify misconceptions or gaps in AI-generated output. This process not only builds AI literacy but also encourages students to engage more deeply with the material, making the learning experience more motivating and relevant.

Simultaneously fostering AI literacy and personalised learning

As mentioned earlier, AI can support the learning process by providing students with personalised learning experiences and real-time feedback. By incorporating AI into learning activities, such as students’ using it for feedback, to generate content, etc., you may simultaneously facilitate their learning and foster their understanding of AI. The key here is to guide students’ use of AI as a ‘learning assistant’.

Integrating AI into assessment activities

In some cases, excluding AI from assessment products may be unrealistic, while making AI an integral part of the assessment process may lead to more valid assessment and foster student learning. For instance, as part of the assessment, students may provide their interaction with a GenAI tool and a report explaining how they used the tool in a critical way.

B: Adding resources and learning opportunities to the curriculum: This strategy is particularly effective in bringing students up to speed with AI knowledge, skills, and attitudes required to successfully progress through the programme.

Dedicated introductory session

A focused introductory session at the start of the programme can be highly valuable, particularly if students encounter specific challenges related to using AI (for example, if students struggle to meet programme-specific requirements for AI use in assignments, or if they need foundational skills in AI programming or evaluating AI-generated outputs) or to bridge gaps in students’ AI knowledge, skills, and attitudes deriving from their different backgrounds (as in the case of an MSc programme with a diverse student population). This could take the form of a tutorial, workshop, or masterclass designed to quickly equip students with the knowledge and skills necessary to engage with AI effectively throughout their studies.

AI Canvas page for students

Create a dedicated Canvas page or online repository where students can access essential AI-related resources. This could include tutorials, guidelines, recommended tools, and other materials that will help them deepen their understanding and practical use of AI.

Extracurricular activities

To further enrich students' AI experiences, programmes may collaborate with student organisations to offer extracurricular activities focused on AI. This could include workshops, hackathons, or AI-themed events. These activities may foster a community of learners interested in AI, promote practical skills development in an informal setting, and encourage critical reflection on the use of AI.

3. Create a design and implementation plan

To effectively integrate AI into the curriculum, it's important to adopt a programmatic approach. This involves strategically mapping out which aspects of AI knowledge, skills, and attitudes will be introduced and developed across different courses within the programme. A well-thought-out plan ensures that AI integration is systematic and cohesive, aligning with the overall learning objectives and progression of the curriculum.

A useful tool for this process is a mapping document—similar to the assessment plan that programmes use to track where PILOs are introduced and assessed in various courses. This tool can help you identify where AI concepts and competencies will be introduced, how they will be reinforced, and when they will be assessed throughout the curriculum.

✉️ CELT can support the incorporation of AI literacy into UT programs through workshops, consultations, and project support. Contact f.m.frittella@utwente.nl.