Reflections on co-researching AI literacy

A Students-as-Partners approach with international students

Authors

  • Martha Partridge University of Bristol
  • Yen-En Kuo
  • Nattanan Hamapongnitinan University of Bristol
  • Liming Chen University of Bristol
  • Haoyuan Huang

DOI:

https://doi.org/10.15173/ijsap.v8i2.5834

Keywords:

Students as Partners, AI Literacy, Reflection, International Students, Student Engagement, co-creation

Abstract

Students as Partners (SaP) approaches have gained more and more traction in higher education in recent years (Dai & Matthews, 2022). Rooted in values such as reciprocity and shared responsibility, SaP can offer opportunities for internationalizing the curriculum and departing from traditional teacher-student hierarchies (Green & Baxter, 2022). This case study focuses on a SaP project involving international students and their English for Academic Purposes (EAP) teacher, which investigated artificial intelligence (AI) literacy during a UK pre-sessional course in summer 2023. The project identified that learning about the limitations of AI, in addition to developing skills for effective prompt writing, was beneficial to students (Partridge et al, 2023). This case study reflects on the challenges and benefits of SaP for both students and the teacher using the Advance HE (2016) Framework for Student Engagement Through Partnership. Based on these reflections, the case study offers recommendations for future SaP projects including effective scheduling, defining roles, engaging in continual reflection, and formally recognising student input.

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Author Biographies

Martha Partridge, University of Bristol

Martha Partridge has been teaching English as a Second Language since 2012, and English for Academic Purposes at the University of Bristol since 2019. She sees Students as Partners approaches as an important way to engage and empower international students and draw attention to their perspectives and experiences. 

Yen-En Kuo

Yen-En Kuo (妍恩 郭) is an international student from Taiwan pursuing MSc Management at the University of Bristol. With a varied background in Music and Business, she values opportunities to collaborate with other international students and immerse herself in multi-cultural environments. 

Nattanan Hamapongnitinan, University of Bristol

Nattanan Hamapongnitinan (ณัฐนันท์ เหมะพงษ์นิตินันท์), a Thai master's student in Human Resource Management and the Future of Work at the University of Bristol, holds a bachelor's degree in liberal arts. She is interested in collaboration; particularly, in the influence of Eastern and Western culture on group communication, and the power dynamics between staff and student participants.  

Liming Chen, University of Bristol

Liming Chen (立铭 陈）, an international student from China, is pursuing a Master of Science in Management at the University of Bristol. He brings expertise in management, international banking, and biological chemistry. He sees Students as Partners projects as an opportunity to learn from others’ perspectives and develop a more progressive mindset. 

Haoyuan Huang

Haoyuan Huang （浩源 黄), an international student from China, is pursuing an MSc in Management at the University of Bristol and holds a bachelor's degree in business administration. He regards Students as Partners programs as a valuable experience to learn from other international students and improve his ability to collaborate. 

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Published

2024-10-15

How to Cite

Partridge, M., Kuo, Y.-E., Hamapongnitinan, N., Chen, L., & Huang, H. (2024). Reflections on co-researching AI literacy: A Students-as-Partners approach with international students. International Journal for Students as Partners, 8(2), 173–185. https://doi.org/10.15173/ijsap.v8i2.5834

Issue

Vol. 8 No. 2 (2024)

Section

Case Studies

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Copyright (c) 2024 Martha Partridge, Yen-En Kuo, Nattanan Hamapongnitinan, Liming Chen, Haoyuan Huang

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