Fostering resilient learners in the AI era: preliminary findings from a constructively aligned pedagogical intervention [Presentation]

Following up on a pilot project presented at ShiftXchange 2024, this paper reports on the continued implementation of a pedagogical intervention designed to address the challenges of Generative AI (GenAI) in a foundation-level law module in Mauritius. With essay-based assessments being the norm, the unacknowledged use of GenAI tools poses a significant threat to academic integrity. Moving beyond a punitive "police-and-catch" approach, this project leverages a constructively aligned framework to equip students with the skills for ethical and effective AI engagement.

The objectives of this project are to measure the impact of a targeted teaching intervention on students' skills and confidence in using GenAI, and to track the evolution of student attitudes and practices over time. Adapting the methodology of recent studies on student AI usage (Malmström et al., 2023), this research aims to provide a data-driven understanding of rapidly changing perceptions to better inform pedagogical strategies. The project employs a design-based research methodology, centred on two specialised seminar sessions that guide students through the ethical considerations and practical applications of GenAI. Data was gathered through a general survey on AI usage administered to three distinct cohorts between Feb 2023 and Feb 2025 (N=70) and through pre-/post-seminar evaluations (N≈65-70) to measure the intervention's direct impact.

Our research reveals a dynamic shift in student perceptions of AI over the last year. For instance, the belief that using AI is a form of cheating dropped dramatically from 50% in our September 2024 cohort to just 14.6% in February 2025. This ‘normalisation’ is coupled with some impact from our pedagogical intervention. After participating in the seminars, students’ confidence in their ability to properly and ethically acknowledge their use of GenAI in assignments surged by over 17%. Furthermore, their self-reported understanding of the advantages and disadvantages of these tools increased by 11%, indicating an improvement in the critical evaluative judgment essential for academic integrity. Further analyses are currently being conducted.

This ongoing research provides crucial evidence that a pedagogical approach focused on empowerment rather than prohibition can be effective. It offers a tested and replicable model that seems to improve some of the skills students need to navigate the modern academic landscape responsibly. By tracking opinion changes over time, this study underscores the urgency and importance of proactive educational interventions.