Reimagining Professional Development in the Age of Artificial Intelligence

Authors

DOI:

https://doi.org/10.34190/icair.5.1.4237

Keywords:

Artificial Intelligence, AI, AI&ED, AIED, Faculty Development, Higher Education, Lifelong Learning, Organisational Development, Professional Development

Abstract

As Artificial Intelligence (AI) reshapes education, professional development (PD) must go beyond tool training to foster critical, meaningful integration. Initial PD should introduce AI’s uses and challenges, but also address the impact on teaching and learning. This paper explores and reflects upon Phase II of the FAITH project, a transatlantic design-based initiative developing an AI and Education (AI&ED) model for higher education. Effective AI pedagogy is grounded in socially constructed, hands-on experiences where educators design lessons, generate content, and critically assess AI outputs. Such approaches build confidence, competence, and prevent mechanical adoption. Leadership and policy must further support a dual PD strategy: immediate classroom applications alongside preparation for broader societal shifts. Early FAITH findings show introductory courses spark essential dialogue, but PD must remain dynamic, ethical, and intentional. Phase II combines theoretical exploration (e.g., sustainability, ethics) with context-relevant practice. Ultimately, AI&ED should be understood as a lifelong professional learning journey.

Author Biographies

Jimmy Jaldemark, Mid Sweden University

Jimmy Jaldemark is a Professor at the Department of Education, Mid Sweden University, Sundsvall, Sweden. His current research interest concerns collaborative, lifelong, mobile, and networked aspects of learning. His interest is usually applied in higher education or professional development settings and embraces the impact of digitalisation (e.g., AI) on society.

Martha Cleveland-Innes, Athabasca University

Dr. Martha Cleveland-Innes is Professor of Education Innovation at Athabasca University. She is Editor-in-Chief of the bilingual Canadian Journal of Learning and Technology, the co-author of multiple open source publication, and The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry  (Taylor& Francis, 2024).

Marcia Håkansson Lindqvist, Mid Sweden University

Marcia Håkansson Lindqvist is an Associate Professor at the Department of Education, Mid Sweden University, Sundsvall, Sweden. Her research interests involve digital technologies, Teacher Shortage, Technology-Enhanced Learning, Work-integrated Learning, as well as the practical implications of teaching and learning with technology in practice and school development.

Peter Mozelius, Mid Sweden University

Peter Mozelius is an Associate Professor and Researcher working at the Department of Education at the Mid Sweden University in Sundsvall, Sweden. His research interests are in the fields of AI in education, Game-based learning and Lifelong learning. Besides his research, Peter teaches various courses on AI in education.

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Published

2025-12-04

Issue

Vol. 6 No. 1 (2025): Proceedings of the 6th International Conference on AI Research (ICAIR 2025)

Section

Academic