Learning Designers and AI

Kay Harrison and four coauthors survey learning designers and related higher-education workers about AI use, ethical concerns, perceived institutional support, and future capabilities.^[1]

Method and contribution

The study combines descriptive statistics and thematic analysis of anonymous online responses. Participants report both opportunities and tensions between personal values and institutional priorities. This gives a situated example of Social Alignment within professional practice.^[1]

Evidence limits

The sample is self-selected and the responses describe perceptions, not independently measured institutional behavior or causal effects of AI adoption. The manuscript reports 49 completions out of 81 alongside a 74.24% response rate; those numbers do not agree arithmetically, so this entry does not reproduce that rate as fact. Its recommendations are proposals rather than proven interventions. Avoid extrapolating the findings to all educators or treating reported values as a universal alignment target.