Reimagining Constructive Alignment for Artificial Intelligence Integrated Learning – Looking into Agency

Abstract

Artificial intelligence (AI) tools have been at the forefront of technology, redefining higher education teaching and learning, including engineering education. Since the introduction of AI, concerns have grown about its impact on learner agency and the fairness of assessments. The traditional teaching and learning approach have since been reviewed and redesigned to incorporate AI and to ensure its ethical use. This thematic review explores two main themes: learner agency and AI in engineering education. Two strings of theme-related keywords were used for the database search. This review examines the effects of integrating AI in teaching to provide learners with greater control over their learning process. It argues that AI usage will not lower the quality of teaching if assessments are reasonably adjusted. Constructive alignment was identified as the central focus for evidencing learners' agency, and a reverse-engineered constructive alignment can preserve agentic engagement. Learners' contributions were most evident in the assessment element. Hence, assessment becomes essential, suggesting that it should serve as the starting point for constructive alignment. By involving learners in the process, teaching and learning will be more learner-focused. Strategies are suggested for creating assignments that are AI-integrated, encourage meaningful participation, and mastery of the subject.