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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
Language: English
Authors: Andrea Arce-Trigatti, Dorota Silber-Furman, Aimee Klaschus, Hannah Willis
Source: Thresholds in Education. 2026 49(1):95-112.
Availability: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Postsecondary Education
Higher Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Postsecondary Education, Technology Integration, Higher Education, Models, Risk, College Students, College Faculty, College Administration
ISSN: 0196-9641
2381-5485
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504623
Database: ERIC
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  Data: From Bytes to Books: Navigating the AI Frontier in Postsecondary Education
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  Data: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
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  Data: 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.
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      – Text: English
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        PageCount: 18
        StartPage: 95
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Postsecondary Education
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      – SubjectFull: Higher Education
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      – SubjectFull: Models
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      – SubjectFull: Risk
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      – SubjectFull: College Students
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      – SubjectFull: College Faculty
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      – SubjectFull: College Administration
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      – TitleFull: From Bytes to Books: Navigating the AI Frontier in Postsecondary Education
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