Instructor-Learner Engagement and Artificial Intelligence: Leveraging Technology without Losing the Human Touch
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| Title: | Instructor-Learner Engagement and Artificial Intelligence: Leveraging Technology without Losing the Human Touch |
|---|---|
| Language: | English |
| Authors: | Simone C. O. Conceição (ORCID |
| Source: | New Directions for Adult and Continuing Education. 2025 (188):31-38. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | Artificial Intelligence, Computer Uses in Education, Higher Education, Teacher Student Relationship, Adult Education, Continuing Education, College Faculty, College Students, Risk, Technology Integration, Ethics |
| DOI: | 10.1002/ace.70019 |
| ISSN: | 1052-2891 1536-0717 |
| Abstract: | As artificial intelligence (AI) becomes more integrated into higher education, faculty must critically examine how these tools affect instructor--learner engagement. AI offers meaningful benefits, such as adaptive learning, personalized feedback, and predictive analytics, which can support inclusive, efficient instruction. However, the irreplaceable human elements of empathy, intuition, ethical reasoning, and cultural sensitivity remain beyond AI's reach. This article explores the capabilities and limitations of AI in adult and continuing higher education settings, emphasizing balancing its use with instructional practices that center on human connection. It highlights risks such as algorithmic bias, cognitive overreliance, and potential weakening of learners' critical thinking and reflective skills, while offering practical strategies for the responsible integration of AI. This article outlines key areas for faculty development to ensure ethical and effective adoption. Ultimately, it calls for human-centered, reflective use of AI, empowering instructors to leverage technology without compromising relational and ethical foundations essential to learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493505 |
| Database: | ERIC |
| Abstract: | As artificial intelligence (AI) becomes more integrated into higher education, faculty must critically examine how these tools affect instructor--learner engagement. AI offers meaningful benefits, such as adaptive learning, personalized feedback, and predictive analytics, which can support inclusive, efficient instruction. However, the irreplaceable human elements of empathy, intuition, ethical reasoning, and cultural sensitivity remain beyond AI's reach. This article explores the capabilities and limitations of AI in adult and continuing higher education settings, emphasizing balancing its use with instructional practices that center on human connection. It highlights risks such as algorithmic bias, cognitive overreliance, and potential weakening of learners' critical thinking and reflective skills, while offering practical strategies for the responsible integration of AI. This article outlines key areas for faculty development to ensure ethical and effective adoption. Ultimately, it calls for human-centered, reflective use of AI, empowering instructors to leverage technology without compromising relational and ethical foundations essential to learning. |
|---|---|
| ISSN: | 1052-2891 1536-0717 |
| DOI: | 10.1002/ace.70019 |
