Ethically Aware Learning in an AI-Enabled Classroom

Article Sidebar

pdf
Published: Jan 9, 2026
DOI: https://doi.org/10.14434/jotlt.v14i1.41697
Issue
Section
Case Study
Need a more accessible version of this PDF?
Contact us

Main Article Content

Patricia Ryan Pal
Texas Tech University
https://orcid.org/0000-0002-1020-1805
Stephanie J. Jones
Texas Tech University
https://orcid.org/0000-0001-5279-1260
J. Duane Hoover
Texas Tech University

Abstract

Generative artificial intelligence (AI) has become a focal point of discussion surrounding the future of higher education since late 2022. Concerns about the use of the technology, such as academic integrity issues and students' overreliance, which limit their learning and development, are in tension with the need to prepare students for an AI-enabled workforce, particularly for business students. This case study presents an example of how AI was intentionally integrated into an undergraduate leadership ethics course to better prepare students to confront ethical challenges they will face in their careers by engaging in a whole person learning approach and preparing them to become lifelong learners. Students engaged in various experiential learning activities and assessments that pushed them to think critically about how to use AI responsibly now and in their future careers. Students in the course perceived that unrestricted use of AI is not ethical and that students and educators all have a responsibility when it comes to how it is used in their education and future careers.

Downloads

Download data is not yet available.

Article Details

How to Cite
Pal, P., Jones, S., & Hoover, J. (2026). Ethically Aware Learning in an AI-Enabled Classroom. Journal of Teaching and Learning With Technology, 14(1). https://doi.org/10.14434/jotlt.v14i1.41697
Author Biographies

Patricia Ryan Pal, Texas Tech University

Tricia Pal is an assistant professor of practice in the Area of Management in Rawls College of Business at Texas Tech University. Before joining the area in this full-time role, Pal was a part-time instructor, teaching leadership ethics and managing human resources. In addition to her prior experience in Rawls, Pal served as an adjunct instructor in the higher education program at TTU, teaching graduate courses on different aspects of managing higher education institutions and research methods. While teaching part-time, Pal also served as an instructional designer with eLearning & Academic Partnerships at TTU, partnering with faculty to ensure the development of quality, accessible and engaging online and hybrid courses.

Dr. Pal maintains an active research agenda that explores topics including organizational leadership, the intersections of leadership and gender, and organizational culture and climate. Further, she has conducted research and presented on topics related to best practices for teaching, such as service learning or designing courses that are accessible to all students.

Stephanie J. Jones, Texas Tech University

Dr. Jones is a Professor for the Higher Education program at Texas Tech University. She also currently serves as the Associate Vice President of Research and Innovation. She graduated from TTU in 2006 with a doctorate degree in Higher Education. Prior to her employment at TTU, she worked in higher education academic administration in the areas of distance learning, dual enrollment, instructional technology, faculty and student support, grant administration, as well as in faculty and department chair roles. She has served in project director and activity director roles for Title V and Title III grants, as well as various THECB grants, where she both developed and directed the initiatives. She currently serves as the PI for the TTU NSF-ADVANCE grant, Advancing Equity through Systemic Strategies to Improve Leadership, Departmental Collegiality, and Data Transparency at Texas Tech University. 

J. Duane Hoover, Texas Tech University

J. Duane Hoover is a full professor of practice in the Rawls College of Business at Texas Tech University. His research interests include organizational change and the processes central to cultural learning and adoption, leading to organizational transformation made possible by identity characteristics and expression. His teaching interests include the dynamics of organizational behavior and the processes and practices required for effective negotiation and conflict management.

  1. Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.