CFP: AI & Society, Oxford Intersections (Oxford University Press)

Threat or Tool, Generative AI and Undergraduate Experiential Learning

Convergent pressures of AI released for public consumption, lack of adequate regulation, and a reframing of educational policy, are transforming Education in the U.S.  We are in a time of AI havoc. In April 2025, Executive order, Advancing AI in Education declared all students (K-college - lifelong) must be educated on the use and understanding of AI. By October,  psychologists declared AI unsafe for children and adolescents under age 25.  Academic responses run the gamut from outright bans, to full on AI developed courses(with grader bots). AI, in the form of Large Language Models (LLMs) are among the most transformative and potentially divisive technologies humanity has ever developed.AI is already part of everyday life for students. 

Effective education now requires pedagogical reimagining of everything from course design, learning outcomes and  assessments to rethinking epistemologies in an era, where we increasingly deal with agentic sources of information. Raising the questions: Could memorable, social learner engagement provide a foil to AI dependency? Is it possible for students to judiciously, effectively use AI?  How does team based learning shape engagement with AI tools?

In response we developed Wearable Futures, VIP (Vertically Integrated Project) as an interdisciplinary, dialogue driven, creative project-based learning experience, at the intersection of fashion, sustainability and engineering. The pedagogy revolves around team-based learning and research-based problem solving; of a complex, cybernetic, sociotechnical system. Weekly meetings foster interpersonal dialogue, social growth, and team understanding and require student listening and engagement. The mix of interdisciplinary and intercultural student backgrounds and interests drives questions and brings elements of serendipity, and chance to research for creative solutions.Throughout, AI is consulted, critiqued and discussed as an exploratory tool,and for some projects, embedded in project design. The overall result, a humanistic approach to engineering.

A mixed-methods design examines how team-based learning shapes students' engagement with AI. A survey of 300 learners across multiple VIP courses provides self-reported AI reliance. Comparative analysis of AI use across VIP pedagogies over time is forthcoming.  Team research posters offer evidence for detection and discussion of AI tool usage; and follow up individual interviews explore students' decision-making processes. We hypothesize teams’ dialogues introduce critical discussion of AI outputs and students who work in team and project based research settings are more likely to judiciously and effectively use AI, and are better equipped epistemically to navigate AIs pitfalls. 

Additional information/notes: This educational methods abstract submission draws upon theories of  social sciences, cybernetics and interdisciplinarity addressing the issue of undergraduate AI use in social research context. Further supporting materials, and related theoretical literature will be produced and incorporated in the next six months.