Mid Sweden University

Generative AI is rapidly reshaping higher education, and in this article we investigate how it can enhance learning rather than erode. In this paper we report findings from five discipline-specific pilots (computer engineering, law, mathematics, psychology, and teacher education) at Mid Sweden University guided by the university’s policy for ethical AI use. Each pilot explored AI as a student-centred learning tool and education tool, but from different perspectives and conditions based on subject. Across the pilots, we have found that these new tools can scaffold reflection, self-regulation, and engagement when integrated into course tasks. As well as need for clarity towards the students are important, to show when and how they can use these tools. We conclude that AI, when framed by robust pedagogy and clarity, can act as a catalyst for deeper learning and improved throughput. Future work will examine long-term retention and pathways to scaling these approaches university-wide. 

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