Our impact

Since launching in 2023, the AI Pedagogy Project has been adopted by educators, cited by researchers, and recognized by institutions working at every level of education. Here’s a brief look at how our work has helped shape education around the world.

134 Colleges & universities recommend our project
40 Curated assignments across disciplines
162 Countries have people who visit our project
58 People contributed to our project

Adopted by colleges & universities worldwide

Our assignments, AI guide, and other resources are used everyday at post-secondary institutions around the world. Teaching and learning centers, libraries, and AI initiatives at these institutions recommended our project to their faculty, staff, and students.

See who recommends our resources

Recognized by governments & civil society

When government bodies and public interest organizations develop guidance on AI in education, they are working to translate fast-moving technology into practical, trustworthy direction for teachers and administrators. Being included in that guidance, from federal agencies to state departments of education to nonprofit networks, reflects the project’s accessibility and its usefulness to audiences well beyond the university classroom.

Referenced by academic associations

Disciplinary associations play an important role in how educators make decisions. When professional organizations weigh in on teaching and learning with AI, instructors and administrators pay attention. Being included in that guidance puts the AI Pedagogy Project inside the professional conversations that shape how entire fields approach teaching.

Cited in academic research

The AI Pedagogy Project was designed for practitioners, but it has also found its way into the scholarly conversation about AI in education. Researchers have cited our work as they study how institutions are responding to generative AI, how assessment is evolving, and how educators can build critical AI literacy across disciplines. The citations below span medical education, management, psychology, design, and educational leadership, a breadth that reflects how widely our work extends across fields.

  • C. F. Ho, J. (2024, June 23). Communicating the use of generative AI to design students: Fostering ethics rather than teaching it. DRS2024: Boston, Design Research Society. https://doi.org/10.21606/drs.2024.731
  • Fischer, I., Sweeney, S., Lucas, M., & Gupta, N. (2024). Making sense of generative AI for assessments: Contrasting student claims and assessor evaluations. The International Journal of Management Education, 22(3). https://doi.org/10.1016/j.ijme.2024.101081
  • Lin, J. C., Sabet, C. A., Chang, C., & Scott, I. U. (2024). Artificial intelligence in medical education assessments: Navigating the challenges to academic integrity. Medical Science Educator, 35(1), 509–512. https://doi.org/10.1007/s40670-024-02178-7
  • Makarevitch, I., Kostihova, M., Hilk, C., & Gumiela, J. (2026). From reluctance to engagement: Aligning institutional policy with “human-in-the-loop” pedagogy. Trends in Higher Education, 5(2), 30. https://doi.org/10.3390/higheredu5020030
  • McDonald, N., Johri, A., Ali, A., & Collier, A. H. (2025). Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. Computers in Human Behavior: Artificial Humans, 3. https://doi.org/10.1016/j.chbah.2025.100121
  • Miserandino, M. (2025). Authentic and creative assessment in a world with AI. Teaching of Psychology, 52(3), 267–272. https://doi.org/10.1177/00986283241260370
  • Okolo, C. T. (2024). Beyond AI hype: A hands-on workshop series for enhancing AI literacy in middle and high school students. Proceedings of the 2024 on RESPECT Annual Conference, 86–93. https://doi.org/10.1145/3653666.3656075
  • Ramos-Benitez, M. J., García-Osorio, M. E., & Delgado, Y. (2026). Critical alliance of AI in education: A Pedagogical Framework for Safeguarding Cognitive Skills: A pedagogical framework for safeguarding cognitive skills. International Medical Education, 5(1), 22. https://doi.org/10.3390/ime5010022
  • Wang, A. H., Bronson, B. L., McDevitt, D. W., & Adelizzi, N. (2026). Leveraging critical reflections and ai analysis with students and pedagogical partners for transformative learning in educational leadership. Journal of Research on Leadership Education. https://doi.org/10.1177/19427751261424842

Featured in the press

From its launch in November 2023, the AI Pedagogy Project has been covered by media outlets focused on education, technology, and higher learning. Press coverage has helped introduce our work to educators who might not have encountered us through academic or institutional channels.

Available on open access platforms

Although all of our resources are published under a Creative Commons license, our resources only create impact if people can find them. Being indexed on major open educational resource (OER) platforms means the AI Pedagogy Project is discoverable by any educator searching for teaching materials, not just those who already know to look for us by name.

Mapping our reach

We built the AI Pedagogy Project for any educator, regardless of discipline, institution, technical background, or geographic location. The map below shows the 162 countries and territories that our visitors come from, reflecting the global demand for thoughtful, critical approaches to AI in education.

Visitors from this country
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