Wen-Chien Hsieh
Administrative Officer Center for Teaching and Learning Resource, National Pingtung University
E-mail：demonfor99@mail.nptu.edu.tw
Ya-Chi Yang
Administrative Secretary Center for Teaching and Learning Resource, National Pingtung University
Chia-Hao Kuo
Administrative Officer Center for Teaching and Learning Resource, National Pingtung University
Chia-Ying Lee
Administrative Officer Center for Teaching and Learning Resource, National Pingtung University
Ju-Ting Hsu
Project Assistant Center for Teaching and Learning Resource, National Pingtung University
Wan-Lin Chung
Project Assistant Center for Teaching and Learning Resource, National Pingtung University
Abstract
With the rapid development of Generative Artificial Intelligence (GAI), higher education is facing a critical opportunity to transform teaching and learning practices. This study examines the implementation of a university initiative entitled Integrating Generative AI into Teaching and Learning, which adopted a course redesign approach to systematically embed GAI into curriculum design and pedagogical practice. The study explores its effects on instructional innovation, faculty professional growth, and student learning outcomes.
Grounded in the theoretical perspectives of GAI as a cognitive tool and learning scaffold, and informed by instructional integration theories and academic integrity guidelines, this initiative developed an AI-integrated instructional model covering pre-class, in-class, and post-class learning activities.
Since the 2024 academic year, 22 courses at the university have participated in the initiative. Through faculty learning communities, workshops, and institutional support mechanisms, instructors were supported in transitioning from users of GAI tools to instructional designers capable of integrating AI purposefully into teaching. Faculty reflections indicated that GAI contributed to the redesign of learning activities, the adjustment of assessment methods, and the enhancement of students’ self-directed learning and higher-order thinking. However, instructors also identified challenges related to students’ critical thinking, academic integrity, and information verification, underscoring the importance of pedagogical guidance and ethical regulation.
Student learning outcomes were evaluated through pre- and post-test analyses using the UCAN College Student Competency Assessment. The results showed significant improvements in four dimensions: continuous learning, innovation, problem-solving, and information technology application.
Overall, this study suggests that, when supported by explicit instructional design, reflective teaching practice, and comprehensive institutional support, GAI can effectively foster instructional innovation and enhance students’ core competencies. The findings provide a practical and transferable model for integrating GAI into higher education teaching and learning.
Keywords：Generative Artificial Intelligence, Instructional Innovation, Course Redesign, Faculty Professional Growth, Student Learning Outcomes