Artificial Intelligence in Higher Education Framed by a Pedagogy First Approach: 6

The chapters explore how AI is being embedded in university-level teaching and learning, not as an external add-on, but as an active participant in transforming instructional design, student support, assessment, and curriculum planning. A key focus throughout the book is the relationship between human educators and intelligent systems. This book discusses the integration of artificial intelligence into higher education, viewed through diverse academic, pedagogical, and technological lenses. The chapters explore how AI is being embedded in university-level teaching and learning, not as an external add-on, but as an active participant in transforming instructional design, student support, assessment, and curriculum planning. A key focus throughout the book is the relationship between human educators and intelligent systems. Contributions examine how generative AI tools are being used to support self-regulated learning, refine learning outcomes, automate design processes, and stimulate creativity in domains ranging from STEM to arts and design. The authors highlight the need for educators to engage not only with the functional affordances of AI, but also with the ethical, epistemological, and professional challenges it introduces. The book offers insights into institutional responses to AI, especially within developing countries, where higher education systems are negotiating access, quality, and sustainability. These perspectives provide a broader view of how AI adoption interacts with policy, infrastructure, and local educational cultures. Chapter 6,7,8 is available open access under a Creative Commons Attribution 4.0 NC-ND International License via link.springer.com.