Abstract:
Generative AI (GenAI) holds great potential for higher education students (Rudolph et al., 2024), yet studies warn of over‑reliance, shallow engagement, and ethical risks to academic integrity (Stone, 2023; Jensen et al., 2020). In response to UNESCO (2023) and the Hong Kong Digital Policy Office (DPC, 2025), this project develops and evaluates a teacher-facing pedagogical framework to help instructors implement a “AI Coach” for undergraduates through readily available GenAI tools (e.g., pre-trained GenAI like Claude via Poe.com). The pedagogical framework guides instructors in selecting tools, designing prompts, and establishing governance to effectively incorporate the “AI Coach” into their courses. The “AI Coach” will be a student-facing tool that supports self-regulated learning (SRL), emotional well-being (e.g., increasing enjoyment and reducing boredom), and ethical use of GenAI. SRL comprises planning, selecting strategies, monitoring understanding, and reflecting to improve (Zimmerman, 2002). The pedagogical framework guides instructors in selecting tools, prompts, and preparing the “AI Coach” for their courses. This framework positions the “AI Coach” that scaffolds for elaborated explanations, checks for understanding, and reflection. The emotional component follows Control‑Value Theory (CVT), building students’ sense of control and task value through a customised “AI Coach” (Pekrun, 2006). The ethical dimension, grounded in UNESCO guidance (2023), emphasises guardrails for integrity, and usage disclosure. Undergraduate university students will participate as co-designers in Phase 1 (n ≈ 6 – 10) and through an ongoing Student Advisory Panel as well as participants. A two-phase mixed‑methods evaluation will assess feasibility and impact using surveys and focus groups with students, and analyses of AI process artifacts and students’ reflections on ethical practice. Outcomes will track changes in students’ SRL practices, enjoyment, and boredom, alongside ethical engagement. The project will deliver an open, adaptable “AI Coach” teaching package through a dedicated website, alongside seminars, workshops, and peer-reviewed publications, to enable broader adoption by educators seeking to foster responsible and effective AI-enhanced learning environments.
Code:
T0301
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Feb 2026
End Date:
30 Apr 2027
Status:
Ongoing
Result:
Objective 1: This project will deliver a pedagogical framework that explains how to use a platform-agnostic GenAI “AI Coach” toolkit to foster self-regulated learning (SRL), enhance emotional well-being, and promote ethical use of GenAI among undergraduates. The framework will include prompt libraries, teacher manuals, student quick-starts, and exemplar tasks, all co-designed with undergraduates and an ongoing Student Advisory Panel through a bottom-up approach. This co-design will ensure SRL, emotional well-being, and governance for ethical AI use align with established guidelines (DPC 2025; UNESCO 2023).
Objective 2: Participating students will receive support through the “AI Coach”, potentially enhancing their SRL practices, improving well-being for continued study, and promoting ethical GenAI use. The implementation in Phase 1 will inform Phase 2 refinements through mixed-methods evaluations and ongoing feedback from the Student Advisory Panel, ensuring usability and sustainability across disciplines.
Objective 3: For dissemination and cross-disciplinary impact, the project will support cross-university instructors in adopting GenAI pedagogy and will provide an open website with case studies and templates to facilitate broader adoption of the established framework. Outcomes include cross-disciplinary adaptation of the framework with evidence of SRL gains, higher enjoyment and reduced boredom during AI Coach-supported courses, and more responsible AI use (transparent disclosure and academic integrity compliance) among participating undergraduates.
Impact:
By providing a personalised “AI Coach” that scaffolds self-regulated learning (SRL) strategies, such as goal-setting, strategic planning, self-monitoring, and reflection, students will develop stronger metacognitive skills, fostering greater learner autonomy and academic resilience. The integration of emotional support mechanisms rooted in Control-Value Theory (CVT) will enhance students’ engagement and enjoyment, while reducing feelings of boredom often associated with online learning environments. Furthermore, embedding ethical principles directly into the AI platform will cultivate responsible digital citizenship and AI literacy, empowering students to critically evaluate AI outputs and navigate digital tools ethically. Overall, the platform aims to improve not only academic performance, but also students’ confidence, ethical awareness, and emotional well-being, contributing to a more holistic, learner-centered educational experience that is suitable for higher education.
Financial Year:
2025-26
Type:
TDG