Doctoral lecturer in Brooklyn College’s School of Education Norman Eng recently published an article in Faculty Focus titled “Should We Integrate AI into Our Teaching? Evidence-Based Guidelines for Deciding When AI Belongs.” The article examines emerging research on the educational impact of generative AI and offers practical guidance for faculty navigating its use in teaching and learning.
Faculty Focus is a widely recognized resource hub for educators that publishes practical, evidence-based articles on effective teaching practices in higher education.
In his article, Eng highlights a growing body of research showing mixed results regarding AI’s impact on long-term learning. While AI tools can increase efficiency and provide immediate support, studies suggest they may also bypass critical learning processes such as deep cognitive engagement, productive struggle, and repeated practice—experiences that are essential for developing lasting knowledge and skills.
Rather than advocating for widespread adoption or outright rejection of AI, Eng argues for a cautious, “offline-first” pedagogical stance. He recommends that faculty use AI only when its educational value can be clearly evaluated and justified through the lens of student learning.
Read the full article here.
