ID215 Encouraging the existing “AI for Educators” Course for Academic Staff

The Idea

The rapid growth of Artificial Intelligence (AI) is reshaping higher education and changing the skills students will need for their future careers. Keele’s policy towards AI is that it should be embraced by both tutors and students. This proposition centres on supporting academic staff to develop greater confidence and capability in using AI. This will enable staff to improve their own productivity and save time on everyday tasks, while also developing the knowledge and confidence required to effectively teach students about AI technologies and their responsible use. Tutors would be better equipped to design stronger and more future-focused curricula and create assessments that remain meaningful and robust in light of evolving AI capabilities. By improving staff understanding of both the opportunities and challenges presented by AI, Keele University can help ensure students are prepared to engage with these technologies responsibly and effectively in their academic and professional lives. 

Without dedicated AI training, there is a risk of significant variation in AI knowledge, teaching practices, and assessment design across Schools. A wide variation of understanding around good practice and responsible AI use could lead to inconsistent student experiences, leaving some students insufficiently prepared to use AI effectively because their tutors have not provided them with the guidance they require to utilise AI appropriately. 

Many future graduates will need to be able to critically evaluate AI outputs, apply logical reasoning and ethical judgement, and work collaboratively with AI tools to enhance outcomes and succeed in an increasingly AI-enabled workforce. This links directly to employability, which is now a key factor in student recruitment. To support this, employability needs to be embedded throughout the student journey, with discipline-specific AI capability and real-world application integrated into the curriculum to ensure graduates are fully prepared for modern workforce demands. 

One way to support staff AI literacy is to develop an AI training program that provides staff with the necessary AI knowledge they require. For example, KIITE could support the development of discipline and School-specific AI workshops, delivered in collaboration with relevant academics, co-authors, and AI advocates within each area. These sessions would build on the foundational knowledge gained through the ‘AI for Educators’ course and focus on the practical application of AI within specific disciplines. 

Staff can begin developing their AI capabilities immediately through the existing ‘AI for Educators’ course, which provides a practical introduction to AI knowledge and skills for Keele staff. While the course is primarily designed for tutors, it also includes a significant amount of content that is relevant to Professional Services staff and could be promoted more widely across those teams.  

The course has been reviewed by Faculty AI Leads, KIITE staff, and AI-informed colleagues from other universities, all of whom provided positive feedback and recognised it as a high-quality resource.  

Staff can self-enrol for the ‘AI for Educators’ at: https://kle.keele.ac.uk/ultra/courses/_403151_1/outline   

As of June 2026, it has 180 Keele staff already registered. 

I propose positioning the existing “AI for Educators” course as a highly recommended professional development opportunity for all academic staff, strongly supported by Heads of School and the Vice-Chancellor to contribute to consistent, and responsible use of artificial intelligence across the University.  

Keeping the course voluntary rather than mandatory encourages genuine engagement and allows staff to explore AI development at a pace relevant to their discipline and experience. 

The course supports staff at all levels of experience, from those new to AI through to those already experimenting with tools such as ChatGPT or Microsoft Copilot. It covers key areas including: Keele policies, AI fundamentals, prompt engineering, content and image creation, research support, and integrated AI tools within Blackboard Ultra. It also addresses critical topics such as academic integrity, assessment design, and supporting students in responsible AI use. 

The course is fully asynchronous and hosted in Blackboard Ultra, allowing flexible engagement. It includes practical activities, case studies from Keele staff, and opportunities for reflection and sharing practice.  Senior staff promoting and actively encouraging participation in this course would help establish a strong institutional baseline for AI capability. 

Why This Idea Should Be Considered

Although designed for staff, the course will also benefit students. Building a shared foundation of AI capability across the University will help reduce inconsistencies in AI literacy, assessment design, and academic integrity across Schools and modules. This supports a more consistent student experience, strengthens educational standards, safeguards the University's reputation, and demonstrates a commitment to responsible AI practice. 

AI has the potential to significantly enhance student learning when used appropriately, but it can also undermine learning if used as a substitute for critical thinking. It is therefore essential that students are taught how to use AI responsibly as a tool to support learning, creativity, and productivity. Developing staff AI capability is a key step in ensuring they can effectively guide and educate students in this area. 

The course could be positioned as supporting AI-resilient assessment and curriculum design, rather than simply teaching staff how to use AI tools. By focusing on how learning activities and assessments can remain robust in an AI-rich environment, it becomes a strategic pedagogical development opportunity rather than an IT training course. 

Benefits for Staff 

• Improved efficiency and time saving through the appropriate use of AI for content creation, planning, feedback, and research support. 
• Increased confidence in understanding and using AI tools within teaching, research, and administrative work. 
• Improved ability to design assessments that remain meaningful in an AI-enabled environment. 
• Enhanced curriculum design that incorporates AI literacy and prepares students for future workplaces. 
• Greater awareness of institutional policies related to AI. 
• Access to practical strategies and examples from colleagues already using AI effectively at Keele. 
• Increased confidence when discussing AI with students and responding to questions about its appropriate use. 

Benefits for Students 

• Improved AI literacy, helping students understand both the opportunities and limitations of AI technologies. 
• Greater support in learning how to use AI as a tool to enhance learning rather than replace it. 
• More opportunities to engage with AI in meaningful and discipline-relevant ways throughout their studies. 
• More consistent guidance on AI use across modules and programmes and clearer expectations regarding acceptable and responsible use of AI in assessments. 
• More assessments that encourage critical thinking, creativity, and authentic learning. 
• Improved preparedness for a future where AI technologies are embedded across many professions and industries. 

Institutional Benefits 

• A stronger and more consistent approach to AI across teaching and learning. 
• Enhanced reputation as a forward-thinking university that embraces technological change responsibly. 
• Reduced risks associated with inconsistent AI guidance, assessment practices, and academic integrity issues.

How We Would Implement This Idea

• Promote the “AI for Educators” course through visible endorsement from the Vice-Chancellor, Heads of School, and senior academic leaders, reinforcing the importance of AI capability development across the institution 
• Encourage Schools to allocate dedicated time for engagement with the course. Given existing workload pressures, staff should be provided with enough time by School leadership to engage with the course 
  • The full course, including practical activities, can be completed in less than two working days. While dedicating this time may seem challenging, the skills and efficiencies gained through effective AI use are likely to save staff significantly more time over the course of the academic year. 
• Introduce the course as a recommended component of academic professional development and digital capability enhancement at Keele. 
• The course could be recommended as preparatory learning before attending other AI workshops, providing staff with a strong foundation that enables them to gain greater value from more specialised sessions. 
• Encourage participation through School meetings, Learning and Teaching events, staff development days, and faculty communications. 
• Integrate the course into induction and onboarding activities for new academic staff 
• Encourage staff to complete the knowledge checks included throughout the course to help assess understanding, measure engagement, and identify areas where further support may be beneficial. 
• Use Blackboard Ultra analytics to monitor participation, engagement patterns, and completion rates, providing valuable insight into the course's reach and impact. 
• Recognise participation through Continuing Professional Development (CPD) records, micro credentials or digital badges etc. 
• KIITE could offer a series of workshops aligned to individual sections of the course, allowing participants to explore specific topics in greater depth while also encouraging engagement with the wider course content 
• Publicise examples of successful practice and innovation arising from course participation 

The course could be frequently updated and improved and staff should be encouraged to revisit it at regular intervals by reviewing the 'What's New' section.

What Success Would Look Like

Success would be evidenced by: 

• High course participation and completion rates 
• Increased staff confidence in using AI tools for teaching, research, and administrative tasks. 
• There would be more consistent approaches to AI in assessment and clearer guidance for students. 
• Curriculums and assessments would demonstrate thoughtful and innovative use of AI for their specific discipline.  
• Student satisfaction surveys / feedback would reflect improved clarity and support around AI use. 
• Success could be evidenced by a measurable reduction in accidental academic integrity breaches, as students receive clearer, more consistent AI-use boundaries from trained staff