Active Learnin,g in Higher Education in the Age of Artificial Intelligence A Literature-Based Review and the Proposed NASEER Framework for Faculty Development at KUST

Abstract

Artificial intelligence (AI) is changing how students study and how teachers assess, at the same time as universities are asked to teach in more active, outcome-based ways. This literature-based review asks how active learning can stay strong and become fairer, in the age of AI. It brings together research on innovative pedagogy; active, collaborative, experiential and inquiry-based learning; technology-enhanced learning; AI in education; AI literacy; responsible AI; student learning outcomes (SLOs); outcome-based education (OBE); constructive alignment; formative and summative assessment; feedback; and faculty professional development. The evidence shows that active learning works when tasks demand real thinking. Recent AI studies follow the same pattern: well-designed AI support can help learning, while unguided use can weaken it. The review links these findings to the KUST ORIC-funded project “Empowering Excellence”, led by Principal Investigator Prof. Dr. Muhammad Naseer Ud Din, and to the three-day KUST ORIC–and collaboration with IER – KUST and CHRCD – KUST workshop on AI in education and pedagogical techniques. It offers four practical tools: an Innovative Pedagogy Cycle, an AI–SLO Lesson Model, a KUST ORIC Implementation Model, and a Faculty Transformation Model. It closes by proposing the NASEER Framework for Active Higher Education in the AI Age as a conceptual model for faculty development. The framework has not been tested and needs empirical validation.

Keywords: Active learning; higher education; artificial intelligence; AI literacy; responsible AI; SLO-based teaching; outcome-based education; constructive alignment; assessment and feedback; faculty professional development

https://doi.org/10.5281/zenodo.23102234