Abstract:
Generative artificial intelligence is changing academic learning by making support for writing, research and feedback widely available. This conceptual article argues that AI literacy is necessary but insufficient for learning-oriented use in higher education. Drawing on the offer-and-use model, it conceptualises pedagogically instructed agents as institutional learning offers whose effects depend on orchestration, context and student uptake. The article distinguishes two complementary routes: strengthening students‘ epistemic competencies and providing curated agent systems for reflection, feedback, recommendation and metacognitive support.
Über die Autorin:
- Peer-Benedikt Degen,
Institut für Erziehungswissenschaft, Fachgebiet für Empirische Schul- und Unterrichtsforschung, Universität Kassel
