GenAI-by-Design: a theoretically grounded, research-informed pedagogical framework for classroom practice and assessment in higher education

This paper introduces GenAI-by-Design, a theoretically grounded, research-informed pedagogical framework for integrating Generative AI (GenAI) into higher education instruction and assessment. Grounded in the pedagogy Learning by Design and UNESCO’s AI Competency Framework for Students, the approach is also informed by results from mixed-methods studies conducted in graduate-level education programmes in the USA. Specifically, these studies explored the affordances and limitations of GenAI in providing formative feedback alongside human commentary. Initial findings revealed students’ overwhelming preference for human feedback. Nevertheless, after implementing a calibrated AI system, perceptions shifted markedly. Student and instructor participants characterised GenAI as a valuable feedback source, welcoming its addition to formative assessment. Findings also pointed to development in students’ AI literacy and critical engagement with GenAI tools. The framework operationalises these insights through scaffolded knowledge processes and competency progression, emphasising ethical, dialogic, inclusive, student-centred learning while safeguarding equity, transparency, and human agency in AI-supported learning ecosystems.