From Individual Prompts to Collective Intelligence: Mainstreaming Generative AI in the Classroom
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| Format: | Preprint |
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2026
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| author | Qadir, Junaid Khan, Muhammad Salman |
| author_facet | Qadir, Junaid Khan, Muhammad Salman |
| contents | Engineering classrooms are increasingly experimenting with generative AI (GenAI), but most uses remain confined to individual prompting and isolated assistance. This narrow framing risks reinforcing equity gaps and only rewarding the already privileged or motivated students. We argue instead for a shift toward collective intelligence (CI)-focused pedagogy, where GenAI acts as a catalyst for peer-to-peer learning. We implemented Generative CI (GCI) activities in two undergraduate engineering courses, engaging 140 students through thinking routines -- short, repeatable scaffolds developed by Harvard Project Zero to make thinking visible and support collaborative sense-making. Using routines such as Question Sorts and Peel the Fruit, combined with strategic AI consultation, we enabled students to externalize their reasoning, compare interpretations, and iteratively refine ideas. Our dual-pronged approach synthesizes literature from learning sciences, CI, embodied cognition, and philosophy of technology, while also empirically learning through student surveys and engagement observations. Results demonstrate that students value the combination of human collaboration with strategic AI support, recognizing risks of over-reliance while appreciating AI's role in expanding perspectives. Students identified that group work fosters deeper understanding and creative problem-solving than AI alone, with the timing of AI consultation significantly affecting learning outcomes. We offer practical implementation pathways for mainstreaming CI-focused pedagogy that cultivates deeper engagement, resilient problem-solving, and shared ownership of knowledge. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2601_06171 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | From Individual Prompts to Collective Intelligence: Mainstreaming Generative AI in the Classroom Qadir, Junaid Khan, Muhammad Salman Computers and Society Artificial Intelligence Engineering classrooms are increasingly experimenting with generative AI (GenAI), but most uses remain confined to individual prompting and isolated assistance. This narrow framing risks reinforcing equity gaps and only rewarding the already privileged or motivated students. We argue instead for a shift toward collective intelligence (CI)-focused pedagogy, where GenAI acts as a catalyst for peer-to-peer learning. We implemented Generative CI (GCI) activities in two undergraduate engineering courses, engaging 140 students through thinking routines -- short, repeatable scaffolds developed by Harvard Project Zero to make thinking visible and support collaborative sense-making. Using routines such as Question Sorts and Peel the Fruit, combined with strategic AI consultation, we enabled students to externalize their reasoning, compare interpretations, and iteratively refine ideas. Our dual-pronged approach synthesizes literature from learning sciences, CI, embodied cognition, and philosophy of technology, while also empirically learning through student surveys and engagement observations. Results demonstrate that students value the combination of human collaboration with strategic AI support, recognizing risks of over-reliance while appreciating AI's role in expanding perspectives. Students identified that group work fosters deeper understanding and creative problem-solving than AI alone, with the timing of AI consultation significantly affecting learning outcomes. We offer practical implementation pathways for mainstreaming CI-focused pedagogy that cultivates deeper engagement, resilient problem-solving, and shared ownership of knowledge. |
| title | From Individual Prompts to Collective Intelligence: Mainstreaming Generative AI in the Classroom |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2601.06171 |