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| Format: | Preprint |
| Veröffentlicht: |
2025
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| Online-Zugang: | https://arxiv.org/abs/2510.18026 |
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| _version_ | 1866917029224644608 |
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| author | Zhu, Xinran Magee, Liam Mischler, Peg |
| author_facet | Zhu, Xinran Magee, Liam Mischler, Peg |
| contents | Education in the era of generative AI faces a pivotal transformation. As AI systems reshape professional practices-from software development to creative design-educators must reconsider how to prepare students for a future where humans and machines co-construct knowledge. While tools like ChatGPT and Claude automate tasks and personalize learning, their educational potential depends on how meaningfully they are integrated into learning environments. This paper argues that Learning Management Systems (LMSs), as the core of educational practice, must evolve from static content repositories into dynamic ecosystems that cultivate higher-order thinking and meaningful human-AI interaction. We propose two guiding principles for integrating generative AI into LMSs. First, From Content Delivery to Fostering Higher-Order Thinking, emphasizing AI's role in supporting inquiry, collaboration, and reflective knowledge building. Second, Toward Meaningful Interaction with AI, highlighting the design of learning environments that nurture critical, intentional, and socially mediated engagement with AI. Drawing on a case study of CheckIT Learning, we illustrate how these principles can translate into practice. We conclude with the need for Edtech partnerships in an AI-powered world, underscoring that responsible AI integration in education requires sustained collaboration among researchers, educators, and technologists to ensure ethical, pedagogically grounded, and cognitively informed innovation. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_18026 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Integrating Generative AI into LMS: Reshaping Learning and Instructional Design Zhu, Xinran Magee, Liam Mischler, Peg Computers and Society Education in the era of generative AI faces a pivotal transformation. As AI systems reshape professional practices-from software development to creative design-educators must reconsider how to prepare students for a future where humans and machines co-construct knowledge. While tools like ChatGPT and Claude automate tasks and personalize learning, their educational potential depends on how meaningfully they are integrated into learning environments. This paper argues that Learning Management Systems (LMSs), as the core of educational practice, must evolve from static content repositories into dynamic ecosystems that cultivate higher-order thinking and meaningful human-AI interaction. We propose two guiding principles for integrating generative AI into LMSs. First, From Content Delivery to Fostering Higher-Order Thinking, emphasizing AI's role in supporting inquiry, collaboration, and reflective knowledge building. Second, Toward Meaningful Interaction with AI, highlighting the design of learning environments that nurture critical, intentional, and socially mediated engagement with AI. Drawing on a case study of CheckIT Learning, we illustrate how these principles can translate into practice. We conclude with the need for Edtech partnerships in an AI-powered world, underscoring that responsible AI integration in education requires sustained collaboration among researchers, educators, and technologists to ensure ethical, pedagogically grounded, and cognitively informed innovation. |
| title | Integrating Generative AI into LMS: Reshaping Learning and Instructional Design |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2510.18026 |