Designing the Student Learning Journey: A Practical Approach to Integrating Generative AI within Higher Education

Abstract

Generative AI technologies are reshaping higher education, transforming how students access knowledge, engage with learning, and complete assignments. While institutional responses have largely focused on academic integrity and assessment security, this paper argues for a proactive, programme-level approach that embeds generative AI thoughtfully and ethically across the student learning journey. Drawing on examples from the mathematical sciences, it presents a practical framework to support curriculum teams in aligning AI use with programme outcomes, disciplinary values, and assessment design. Key recommendations include designing progression from foundational to advanced AI-supported tasks; fostering coherent, programme-wide expectations for ethical and transparent AI use; and developing students’ critical AI literacy as a core graduate attribute. The paper also highlights the importance of equitable access to tools, respecting disciplinary contexts, and rethinking assessment formats to promote higher-order thinking. A programme-level checklist is provided to guide planning and implementation. By integrating generative AI with intentionality, institutions can move beyond reactive policies towards learning environments that prepare students for a future in which human and AI capabilities will increasingly work in partnership.