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AI for teachers

How can AI strengthen student learning instead of replacing it?

Activate the students

Try this

Have students use AI to compare different explanations of a concept and discuss strengths and weaknesses, and as students review AI responses, their own thinking becomes more visible and active.

Experiences from HEaD

One project, AI as a learning tool, shows that AI can strengthen learning when it is used for reflection, critical review and active processing of course content. Regardless of the topic, it appears that students need to learn how and when AI should be used, not just to use AI. Clear frameworks from the teacher, for example through the traffic light model, help students to use AI responsibly. AI works best as a support for learning and thinking, not as a substitute for the student's own work.

Contact: Stefan Forsström, Christina Widmark-Saari, Eva Lindahl-Toftegaard, Jens Bernhardsson, Egmont Porten

  • Use AI for reflection. Have students review, compare, and discuss AI-generated responses. 
  • Make the work process visible. Ask students to report how they have used AI and how they have evaluated the results.
  • Create activity between teaching sessions. Use AI-generated summaries, reflection questions, or quizzes. 
  • Train critical AI skills. Have students compare different tools and discuss their strengths and weaknesses.
  • Use AI as a sounding board. For idea development, alternative perspectives and feedback rather than ready-made answers.
  • Be clear about what is allowed. Describe how AI may be used in each assignment or examination.
  • Review the examination. Focus more on reasoning, oral elements and the student's understanding than just the final product.

Get more use out of my recorded lectures

Try this

Take out a transcription, let AI create a study guide or generate a quiz and reflection questions. The same lecture then becomes several learning resources without extra recordings.

Experiences from HEaD

Another project shows that AI-generated video transcriptions can make teaching more accessible, flexible and interactive. The greatest benefit lies not in the transcription itself, but in what happens afterwards when AI is used to process the content. Transcripts can be converted into summaries, study guides, quizzes, reflection questions and other learning support. The project also shows that even transcriptions that are not quite perfect are good enough to be used as a basis for AI processing. 

Another important finding is that transcriptions can support accessibility for students with different needs, while also providing teachers with new opportunities to develop teaching materials and reuse already produced content.

Contact: Kevin Gater, Mats Jong, Elzbieta Strzelecka

  • Make more of recorded lectures – use transcriptions to create summaries, study guides and quizzes.
  • Use AI to identify key messages – let AI summarize the most important ideas from a lecture or seminar.
  • Support repetition and self-study – make transcripts available so students can search the material and return to important parts.
  • Create interactive learning resources – let AI generate reflection questions, knowledge tests, or discussion papers from transcriptions.
  • Use transcriptions for accessibility – support students with hearing loss, language challenges, or different ways of absorbing information.
  • Let AI act as a critical colleague – use transcribed seminars or feedback conversations to help you analyze teaching and identify areas for development. 
  • Focus less on perfect transcripts – the project shows that minor errors rarely play a crucial role when the content is further processed with AI.
  • Be clear about ethics and integrity – don't share sensitive data and always review AI-generated material before it's used in teaching.

Understand my course evaluations better

Try this

Let AI identify recurring themes in the free-text responses and summarize strengths and areas for development, making it easier to see patterns than when you read the answers individually.

Experiences from HEaD

The VIDGA project investigates how generative AI can be used to streamline the analysis of course evaluations and provide a better basis for course development. The goal is to reduce manual handling by allowing AI to identify patterns, summarize free-text responses and highlight strengths, development areas and recurring themes. The project also investigates how course evaluations can be linked to the course intended learning outcomes and learning activities to provide a more systematic quality work.

An important idea is that AI should not replace the teacher's analysis, but act as a support that frees up time and makes it easier to draw conclusions from large amounts of student feedback.

Contact: Erik Öberg

  • Use AI to analyze free-text responses – let AI identify recurring viewpoints, patterns, and themes in course evaluations.
  • Focus on trends rather than individual comments – AI can help see which points of view are reoccurring among many students.
  • Link the students' views to the course's objectives – analyse whether the feedback reflects that the intended learning outcomes, examinations and learning activities are working as intended.
  • Use AI as a first draft – let AI create a preliminary course analysis that is then supplemented with the teacher's own reflections.
  • Identify areas for improvement faster – AI can help detect recurring issues that might otherwise be difficult to see in large amounts of text.
  • Document course development over time – compare course evaluations between different course offerings and follow the effects of changes.
  • Maintain professional judgement – AI can summarize students' views, but decisions about changes still need to be made by the teacher.

Get more useful student feedback

Try this

Ask students to develop their answers through follow-up questions instead of just filling in fixed scale questions. The most valuable insights are often found in students' reasoning.

Experiences from HEaD

The project Interactive and conversational course feedback surveys using generative AI investigates how generative AI can be used to develop course evaluations from traditional forms to interactive and conversational dialogues with a chatbot. The idea is to make it easier and more engaging for students to give feedback, while providing teachers with more nuanced and useful information about the course's strengths and areas for development.

The project is based on the problem that the response rate to course evaluations is often low. Through an AI-supported conversation, the student can get follow-up questions, clarify their views and provide more context than is usually accommodated in traditional surveys. The goal is to get both more responses and better quality feedback.

Contact: Mazhar Hussain, David Krapohl

  • Make it easy to give feedback – students respond more often when the feedback feels relevant and easy to leave. 
  • Ask follow-up questions – ask students to elaborate on their answers instead of just collecting estimates and short comments. 
  • Link the feedback to the course's objectives – direct the questions towards learning activities, examinations and learning outcomes to get more useful answers.
  • Use dialogue instead of just forms – a conversation-like approach can provide more nuanced information about the students' experiences.
  • Make use of qualitative answers – the most valuable insights are often found in the students' reasoning, not just in numerical grades.
  • Let technology help with the compilation – AI can support the analysis and highlight recurring themes and areas for development.
  • Use the feedback for dialogue with the students – show how the feedback is used to develop the course. It can increase motivation to leave feedback next time.

Making teaching more accessible

Try this

Publish transcriptions of lectures, structure the course room clearly, and offer multiple ways to absorb the content. This helps not only students with special needs, but often the entire student body.

Experiences from HEaD

The STUNS project aims to provide teaching teachers with support in their work with students who have NPF-related needs. The project has been developed towards developing a digital support resource, including in the form of a chatbot and a digital toolbox, that can help teachers find concrete advice, pedagogical adaptations and solutions in teaching situations. The starting point is that many teachers today have to invent solutions themselves and demand easily accessible support in everyday life.

The project also emphasizes that accessible teaching not only benefits students with NPD but often leads to better conditions for the entire student group.

Contact: Angelica Lodin-Sundström, Ellinor Tengelin

The page was updated 10/29/2026

Content owner:

Avdelningen för forsknings‑ och utbildningsstöd (FUS)