Interview Elsa Ewert and Jörgen Bengtsson

Elsa Ewert, student assistant at the Unit for Academic Teaching and Learning, and Jörgen Bengtsson, AI Coordinator for Education at Uppsala University. Elsa is currently working on an English version of the Student Guide for international students at Uppsala University.

In April, the Vice-Rector’s seminar “Students and AI” was held. What was the purpose of the seminar?

Jörgen: The seminar was a follow-up to a seminar held last winter term that focused on AI and assessment. We know that it is a challenge for teachers to ensure the quality of assessment in a teaching context where AI is involved. Work on these issues is now underway at the departments. This time, we wanted to take the next step and include students and their perspectives on what responsible use of AI in education entails. The seminar was aimed at both teachers and students, with around 40 students participating.

What are your impressions from the seminar?

Elsa: It felt very positive to bring students and teachers together – it creates a different dynamic and a different kind of conversation compared to when teachers and students talk separately. I was impressed by the opening student presentations. First, Alexander Sundquist spoke about the student initiative UU AI Society, where students develop their knowledge of AI in collaboration with industry and drive the development themselves. Then Filippa Granåsen from the Law Students’ Association talked about an AI working group that includes both teachers and students. Among other things, the group has initiated a discussion at the department’s teachers’ day about how AI is used by practicing lawyers. Both initiatives show a desire on the part of students to integrate AI issues into their education so that they are better prepared for their future professional lives.

Jörgen: I agree that the students’ engagement is very positive. At the moment, the UU AI Society is mainly driven by students in engineering and the natural sciences, but students from other disciplines are welcome. It would also be great if students at other faculties started similar initiatives that could benefit from their various disciplinary perspectives.

The seminar also included a lecture by Marcus Lithander, teacher and researcher in applied psychology at KTH, entitled: “How can we use AI to learn more?” What did you take away from the lecture?

Elsa: It was really inspiring to hear a teacher talk about how important it is to support students’ study strategies so that they can learn effectively. And that higher education should not create unnecessary obstacles that take time and energy away from students’ learning.

Jörgen: Exactly! The lecturer distinguished between “desirable difficulties” and “undesirable difficulties” – challenges that encourage long-term learning versus difficulties that hinder learning. Examples of the latter include unclear instructions, too much new material at once, or distractions and stress.

Elsa: If teachers are interested in students and committed to high-quality teaching, students’ motivation and willingness to learn increase. When it comes to AI, this also means focusing less on the “right answer” – which AI can usually provide – and more on the process: How did the students think to arrive at the answer?

Jörgen: AI is still so new that teachers and students need to explore together what role it plays in their learning. The lecturer highlighted repetition as part of an effective study technique. This makes me wonder whether we as teachers give students enough space to review and consolidate their learning. For example, you could set up quizzes in Studium, but to what extent is this the teacher’s responsibility, and how much responsibility lies with the students?

Elsa: Helping students with study techniques is probably most important at the beginning of a degree programme. Most students have reflected on how they learn best during their school years, but university is still different. The expectations are somewhat different here, such as the expectation to do a lot of independent reading, which requires a different kind of study technique. Study techniques are actually one of the topics we address in the Student Guide, which I have written together with Sigrid Wedin, Chair of the Pharmaceutical Students’ Union.

How do you see the way forward – what are the next steps regarding AI and education?

Jörgen: It was clear that the seminar became a platform for networking, and hopefully there will be more seminars where teachers and students can meet. Both teachers and students emphasized that increased AI literacy is a prerequisite for teachers being able to make informed decisions about which courses AI might be included in and how it can be integrated. Another expressed need is for clear guidelines and concrete examples of how AI can support learning without replacing it.

Elsa: Vice-Rector Coco Norén mentioned that there is a generational gap, where students in some cases are ahead when it comes to AI. I think teachers need to take a proactive approach and develop their knowledge, while also being open to students’ perspectives and experiences.

Jörgen: That is also in line with Uppsala University’s Guidelines on the use of generative AI in teaching and assessment, which encourage teachers and students to “to explore the opportunities and challenges brought by the technology together, in a positive spirit.”

Elsa: Exactly! We also need to find alternative solutions for assessment, and here I think it is important to emphasize that most students do not want to use AI to cheat. However, students may feel lonely in their studies and afraid of failing, and in this context, AI can be seen as a way of getting support and managing their time more effectively.

That is why it is important for students to know how they are allowed to use AI and what they are not allowed to do.

Jörgen: Finally, I would like to mention that starting this autumn, we will be able to offer lectures and workshops to support teachers and course administrators at Uppsala University who wish to develop their AI competence. We are pleased to be able to offer this.