EXPLORING PEDAGOGICAL STRATEGIES
FOR INTEGRATING GENERATIVE TECHNOLOGY
IN EDUCATION

ABSTRACT

[note: Since this manuscript offered suggestions for integrating generative artificial intelligence into higher education teaching and learning, the authors used ChatGPT to summarize the manuscript and create the following abstract.]

Exploring Pedagogical Strategies delves into the significant impact of Generative Technology (GenTech) on education, particularly focusing on a pedagogical framework that optimizes its utilization: composition. Drawing upon recent statistics indicating a substantial GenTech user base among Generation Z and Millennials, coupled with a notable trust in its ability to aid decision-making, the study investigates the evolving educational landscape amidst the proliferation of digital information. Through an exploration of active learning methodologies and student-centered approaches, the article underscores the pivotal role of pedagogical frameworks such as Open Educational Resources (OER) pedagogy, Universal Design for Learning (UDL), and backward course design in effectively harnessing GenTech's potential. Additionally, insights from UNESCO and the U.S. Department of Education highlight the imperative to envision an educational system that leverages automation while preserving human agency and ethical considerations. Furthermore, the article presents diverse perspectives on integrating GenTech in classrooms, as outlined by scholars like Richard McInnes, Ethan R. Mollick, Lilach Mollick, and Atsushi Mizumoto. Emphasizing the need for thoughtful implementation and ethical guidelines, the study advocates for a blended approach that combines GenTech with metacognitive strategies to enhance learning outcomes (OpenAI, 2024).