Embedding Generative AI as a digital capability into a year-long skills program

Abstract

Generative Artificial Intelligence (GenAI) offers transformative possibilities for personalised learning while presenting challenges in academic integrity and assessment methods. This study explored the integration of GenAI as a digital competency within a year-long MSc programme, embedding its application into core skills modules over three semesters. Through a process-based assessment framework, students engaged with prompt engineering, ethical implications, and practical GenAI use. The findings indicated notable improvements in student confidence across key GenAI-related competencies, such as ethical usage and data protection. Thematic analysis of semi-structured interviews highlighted a cyclical relationship between GenAI utilisation, experience, and ethical awareness through adaptive learning. A clear tension between student trust in GenAI capabilities and unclear institutional expectations was also evident. Results emphasise the importance of incorporating GenAI literacy into curricula, supported by institutional frameworks, and rethinking assessments to prioritise the learning process over final outputs. Practitioner Notes 1. Scaffolding and structuring GenAI integration across modules can incrementally boost students’ confidence in prompt writing, ethical AI use, and data protection. 2. Curriculum design strategies such as experience mapping and “just-in-time” teaching are practical ways of providing GenAI support and guidance. 3. Adopting process-based assessments which focus on the creation process over the final output promotes ethical GenAI use. 4. GenAI can be used to promote digital equity by providing language and writing support for international and non-native English-speaking students. 5. Student concerns around academic misconduct, ethical use and data privacy can be addressed by embedding explicit guidance and reflection activities into GenAI teaching.