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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 0000-0001-6485-1080), Lillian H. Hill (ORCID 0000-0003-1062-6165)
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
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  Data: 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
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  Data: 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.
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