Generative AI and Professional Development Design

Integrated learning support for educators using AI

Abstract

As generative artificial intelligence (GenAI) becomes increasingly embedded in educational practice, the need for robust, ethically grounded professional development (PD) for educators is critical. This paper presents preliminary findings from the Frontline Application of Artificial Intelligence and Technology-enhanced Learning in Higher Education (FAITH) project, a design-based research (DBR) project focused on developing and delivering AI-related PD.

The literature review highlights the transformative impact of AI across educational systems and identifies key challenges, including academic integrity, diminished creativity, and the need for contextual adaptation. The FAITH project responds to these challenges through a transatlantic collaboration between Mid Sweden University and Athabasca University, resulting in the co-design and implementation of graduate-level, credit-bearing PD courses on AI in education. Part of this project tests Community of Inquiry (CoI) principles to foster reflective inquiry, ethical deliberation, and practical skill development in reference to AI.

Broad outcomes of the FAITH project include the successful development of a modular PD curriculum that combines theoretical foundations with hands-on exploration of GenAI tools. Educators engaged in synchronous and asynchronous learning activities, case-based tasks, and collaborative reflections. Participants reported increased confidence in evaluating AI-generated content, designing AI-informed assessments, and facilitating student discussions on the ethical use of AI. The project also established a strategic framework for aligning PD with institutional goals for digital transformation and pedagogical renewal.

The discussion emphasizes CoI’s value not only as a pedagogical model but also as a moral compass for navigating the ethical complexities of AI in education. Acknowledging the challenges and possibilities related to educators’ use of AI, PD is important. Providing educators PD in understanding and describing the history and development of AI, possibilities and challenges related to the use of AI as a tool in educational context, as well as reflecting how GenAI can affect the design of learning activities, assessment and examination will be necessary. By promoting inclusive dialogue and intentional design, CoI ensures that AI supports the deeper goals of education: to enlighten, connect, and empower learners. In conclusion, the FAITH project demonstrates that CoI-based PD offers a sustainable, scalable, and ethically grounded approach to preparing educators for the evolving landscape of AI in education.