About the project

We believe it is crucial for all educators, including those in non-technical fields, to contribute to conversations about the development and use of AI: to surface questions about what it means to be human, to apply critical and historical perspectives, and to revisit the goals of education, now, and in the future.

Why we built this

We created the AI Pedagogy Project to help educators navigate this important and rapidly-changing landscape, providing them with resources for engaging their students in meaningful conversations about the possibilities and limitations of AI, grounded in hands-on experimentation. Our goal is to support educators, students, and the public in exploring essential questions about AI’s role in teaching and learning, such as: How do we make informed, intentional decisions about the role of AI in the classroom? How do we teach students to engage critically with AI tools, empowering them to question and challenge how AI is built, who benefits from it, and what it produces? How can we use AI tools to support, rather than replace, human creativity and agency?

Educators, academic administrators, and students across all levels of education are asking these questions with growing curiosity and urgency. High school teachers may want to explore the section of our dedicated resources designed specifically for them. We also recommend Part 1: AI Starter for all educators, including those in K-12 and higher education, as well as anyone who’s interested in learning more about AI.

All assignments in this curated collection were created by educators. We encourage you to adapt them to your own pedagogical values and classroom needs. If you’re new to AI tools (or want a refresher), visit ourAI Guide, which covers the essentials to help you get started.

This project was incubated at metaLAB (at) Harvard within the Berkman Klein Center for Internet & Society at Harvard University. We’ve consulted with a wide range of educators, students, and experts, including our project advisors, to shape this resource. We’d like to thank the many educators whose work we feature and cite; the AI Pedagogy Project is built on their generous contributions.

Our values

We believe that every educator—regardless of discipline or technical background—should be equipped to consider how AI will shape their teaching, their discipline, and their students’ experiences. Now more than ever, meaningful collaboration between technical fields and the liberal arts is essential.

Critical

We aim to deliver critical and insightful content that considers diverse perspectives. We think carefully about the implications of AI and approach it responsibly. We avoid political bias to the extent possible while acknowledging that technologies are not value-neutral. We do not assume AI tools are necessarily a value-add or that they belong in all educational settings.

Ethical

When engaging with AI and considering its potential, we foreground the negative impacts it has, many of which are unevenly distributed across populations. We aim to contextualize use of these tools, giving weight to impacts that span representation, bias, the environment, worker exploitation, privacy and surveillance, and more.

Evolving

AI technologies are developing at a rapid pace, and there is a need for educators to continually adapt their approaches. We aim to keep this collection of resources up to date with the latest technological and pedagogical considerations.

Experimental

All of us are learning. No one has all the answers. We aim to continuously experiment, iterate, reassess, and revise. We prioritize humility and honesty in our exploration, focusing on ideas rather than pushing ideologies.

Imaginative

Generative AI technologies have the potential to push our thinking and expand our communication in interesting ways. Let’s harness these tools as educators to support our creative exploration.

Inclusive

We aim to accommodate users with varying educational, geographic, and technical backgrounds while spotlighting a diversity of educators and forms of knowledge. Our primary audience is post-secondary educators, but anyone is welcome to use and adapt anything here that they find useful.