The Desired Use of Artificial Intelligence in Higher Education: An Idealized Design Approach Involving Teachers and Students

Sammanfattning

Artificial intelligence (AI) is increasingly shaping teaching, learning, and academic work in highereducation. Existing research has often focused on technical performance, adoption, or ethical concerns, offering limited insight into how AI use should be shaped from the perspectives of university teachers and students. This study addresses this gap by examining (1) how teachers and students experience and navigate current AI use, including its challenges, tensions and consequences, and (2) how they characterize a preferred use of AI. Grounded in Systems Thinking and Interactive Planning, the study employs Idealized Design as a participatory and systemic research approach. Empirical data were collected in Sweden through semi-structured interviews with 12 teachers and 11 students, as well as focus group sessions involving 7 teachers and 6 students. The data were analysed using inductive thematic analysis. The findings reveal that AI use in higher education forms a complex socio-technical system characterized by interconnected challenges, including unclear policies, assessment difficulties, limited AI literacy, and the risk of over-reliance. At the same time, participants emphasized that preferred AI use should be human-centered, controlled, and meaningful. The study contributes by showing how Idealized Design can support the structured formulation of current system challenges and stakeholder-informed guidance for responsible AI use in higher education.