Exploring GenAI’s Potential Contributions as a Partner in SoTL Research: The Practice Model
DOI:
https://doi.org/10.20343/teachlearninqu.14.7Keywords:
Generative AI (GenAI), ethical AI, reflexivity, pedagogical research, AI-assisted researchAbstract
The rapid advancement of generative artificial intelligence (GenAI) presents both opportunities and challenges for the Scholarship of Teaching and Learning (SoTL). This paper focuses on how SoTL scholars can thoughtfully integrate GenAI into their research processes while maintaining ethical integrity and preserving the essential human elements of scholarly inquiry. We critically examine GenAI’s capabilities, such as its potential to assist in brainstorming, to structure research ideas and protocols, and to expand methodological toolkits. However, we also emphasize its limitations, particularly regarding data reliability, inherent biases, and ethical concerns, such as transparency and student privacy. Through reflexive engagement with AI tools, we demonstrate how scholars can use GenAI as an intellectual partner rather than a substitute for critical thinking. We summarize our PRACTICE recommendations for use of GenAI in SoTL: Promote reflexivity; Read the literature; Act transparently; Conduct ethical research; Think critically; Invest in continuous learning; Check and validate outputs; Experiment and share. Ultimately, we argue that SoTL scholars must develop new competencies in order to navigate AI-enhanced research. While GenAI holds promise for advancing scholarly inquiry, its ethical use requires careful consideration and ongoing dialogue. By maintaining a balance between leveraging AI’s capabilities and upholding scholarly integrity, researchers can uphold SoTL practices that serve the field’s fundamental purposes: understanding, informing, and evolving teaching and learning for the benefit of students.
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