Back to school this fall brings not only syllabi and lectures, but growing uncertainty about how artificial intelligence (AI) is reshaping Canadian classrooms.
That uncertainty is part of a larger shift. Canada's new AI strategy calls for broader AI literacy, stronger public trust and responsible AI adoption, including AI learning for post-secondary students.
In a Canadian university case study on AI policy in higher education that I co-authored with Emily Ballantyne, acting director of teaching and learning at Mount Saint Vincent University (MSVU), we examined how faculty experience AI policy direction.
We heard that faculty need practical ways to decide when AI belongs in learning, when it does not and how it changes trust, assessment and student agency.
