BEYOND TOOL TRAINING: AN INSTITUTIONALLY EMBEDDED MODEL OF PROFESSIONAL DEVELOPMENT FOR ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION
BEYOND TOOL TRAINING: AN INSTITUTIONALLY EMBEDDED MODEL OF PROFESSIONAL DEVELOPMENT FOR ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION

Summary/Abstract: The pace at which AI tools are being adopted currently exceeds the capacity of many higher education institutions to develop appropriate policies, infrastructure, and support mechanisms. Previous research on educational technology has shown that the mere availability of digital tools does not automatically improve teaching and learning. In this context, the key question is no longer limited to which AI competencies university educators should possess. It is equally important to determine how these competencies can be developed, who should support their development, how their transfer into teaching practice should be evaluated, and under which institutional conditions they can be sustained. Professional development for AI integration should not be reduced to short-term training in the use of individual tools. Instead, it should be understood as a continuous, institutionally supported, and evidence-informed process that integrates AI literacy, disciplinary pedagogy, ethical reasoning, assessment redesign, and critical reflection on the consequences of AI use.

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