Integrating generative AI into teaching encourages consideration of both the capabilities of the tools and their impact on pedagogy. Using a scaffolding approach acknowledges the complexity and nuance of introducing new tools into educational environments. Scaffolding, in this context, refers to the gradual introduction of tools and strategies that support learners with building understanding and capacity over time.
Key Idea
Scaffolding can help instructors support learners with navigating the shifting contexts of AI use.
Scaffolding AI Tools
AI & Ethical Considerations
Understanding the ethical challenges presented by AI technologies can be a starting point for any classroom use and conversations with learners. Gen AI is an emergent technology that poses many unfolding ethical challenges including environmental footprint, data security, harmful or incorrect content, copyright and intellectual property. The Ethics in Generative AI in Teaching & Learning page explores ethical considerations of Gen AI through York’s values of educational excellence; decolonization, equity, diversity and inclusion; sustainable development goals; access and accessibility; and experiential education.
Resource to Explore: Strategies for Gen AI in the Classroom
AI & Digital Literacies
Building AI and digital literacies into the learning can be another step to introducing these technologies into a course. Gen AI is becoming more common and integrated into platforms including search engines, social media and writing tools like Grammarly. Most students are using it; most workplaces are as well. Teaching with AI literacies might include exploring how AI technologies work, suggestions for taking first steps to putting them to use through experimentation, how to prompt effectively and avoiding common pitfalls of the technologies.
Resources to Explore:
AI & Student Coursework
While guidelines on the use of AI for academic work start from a default of restricting its use, decision-making regarding the use of AI in a classroom is placed with the instructor. Instructors have a choice in how and to what extent they and their students use Gen AI for coursework and course design. Reflecting on how AI is being used or avoided, within a discipline or field can help support instructors with determining how they might scaffold it pedagogically and within coursework.
Resources to Explore:
- The SHARE framework offers a step-by-step approach to pedagogical design with AI. Explore the Teaching Commons’ AI pedagogies resource page for examples of how SHARE can be implemented in a variety of use-cases, including assessments, groupwork, essays and labs. Further, consider exploring their curated list of AI resources including editable slide decks, getting started video series, and current research.
AI & Course Policies
Sharing clear course policies can help support—or scaffold—students’ understanding of when they can and when they cannot use AI for coursework. Clear guidance for students is important as AI policies will be different across courses: what is allowed in one course could be prohibited in the next. Helpful strategies include clear syllabus statements and regular course discussions about use of AI and expectations of the instructor.
Resources to Explore:
AI & Assessment Policies
Where use of AI technologies is permitted for assignments, it can be helpful to share instructor expectations in assignment instructions, the course outline and during class discussions. Providing students with a simple way to cite or indicate if and how they used AI supports transparency while also helping to build responsible digital literacies.
Resources to Explore:
Spotlight: Considerations for Assessment Design in the Age of AI
Assignments
Consider requiring that assignments only refer to sources from course readings and that such sources be referenced properly in assignments.
Assessment Formats
Balance assessment formats with opportunities for both in-class and at-home tests or assignments.
Connect with Students
Connect regularly with students to review course and assignment expectations, as well as good time management and study habits.
Share Expectations
Share expectations in grading rubrics that require student work to be original, sources to be cited using the required method and faithful representation of the source when it is cited.
Format & Delivery for Online Tests or Exams
Consider format and delivery for online tests or exams by including at least some short or long answer questions, having defined timelines for completion and a common start time, randomizing the question order, having sequential question navigation without being able to go back and, where possible/appropriate, using a question bank to vary questions provided to students.
Gen AI Flowchart
Do students know if Gen AI use is allowed for an assignment? The Gen AI Flowchart can help find the answer.
Gen AI Checklist
The assignment description says students can use Gen AI, but what does that mean? The Gen AI Checklist can help students navigate assessments, AI and academic honesty.
Pause & Reflect
The following questions invite instructors to pause and reflect on their current practices and explore opportunities to scaffold approaches to teaching and learning with AI:
- How do students understand the ethical considerations of using Gen AI in coursework and in the discipline?
- How might assessments incorporate grading rubrics that clearly share expectations around referencing, sources and original work?
- Has a course policy on AI been shared in the course outline?
Learn More
Berlin, F., & Broussard, K. (2024). Augmented course design: Using AI to boost efficiency and expand capacity.
O’Dea, X. & Ng. D. (2025). Effective practices in AI literacy education: case studies and reflections.
Perkins, M., Furze, L., Roe, J., & MacVaugh J. (2024). The AI assessment scale (AIAS): A framework for ethical integration of generative AI in educational assessment.
Teaching Commons. (n.d.). Generative AI in Teaching: Self-Paced Learning.
