Scaffolded Progression for GenAI Literacy: A Design- Science-Inspired Intervention in First-Year Information Systems Courses

Atif, A; Roth, F; Ghassan, B; Mohamed Mowjoon, M; Saberi, M

Scaffolded Progression for GenAI Literacy: A Design- Science-Inspired Intervention in First-Year Information Systems Courses

Atif, A

Roth, F Ghassan, B Mohamed Mowjoon, M

Saberi, M

Permalink

Publication Type:: Conference Proceeding
Citation:: https://aaisnet.org/services/acis/proceedings/, 2025
Issue Date:: 2025-12-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted versionAdobe PDF (438.32 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Atif, A https://orcid.org/0000-0003-0381-0343
dc.contributor.author	Roth, F
dc.contributor.author	Ghassan, B
dc.contributor.author	Mohamed Mowjoon, M https://orcid.org/0009-0006-5361-3873
dc.contributor.author	Saberi, M
dc.date	2025-12-01
dc.date.accessioned	2026-01-28T02:13:30Z
dc.date.available	2026-01-28T02:13:30Z
dc.date.issued	2025-12-01
dc.identifier.citation	https://aaisnet.org/services/acis/proceedings/, 2025
dc.identifier.uri	http://hdl.handle.net/10453/192469
dc.description.abstract	Generative AI (GenAI) is transforming knowledge production and use, raising urgent challenges for assessment integrity, curriculum design, and graduate capability. While policies and literacy frameworks set guiding principles, few demonstrate how to embed GenAI at scale in ethical and sustainable ways. This research-in-progress introduces a Scaffolded Progression Framework for GenAI Literacy, combining a pedagogical design with its operationalisation in the learning management system (LMS). Designed for large, first-year cohorts where foundational habits of academic integrity and digital practice are formed, the framework sequences guidance, application, and reflection through staged assessment tasks. The study adopts an exploratory, design-science-inspired intervention evaluated through mixed methods, integrating quantitative indicators (e.g., task completion rates, LMS logs) with qualitative insights from student reflections, focus groups, and staff interviews. Piloted in one first-year Bachelor of Information Systems (BIS) subject and now implemented in a second, it offers a scalable, institutionally aligned model for ethical GenAI literacy.
dc.language	en
dc.relation.ispartof	https://aaisnet.org/services/acis/proceedings/
dc.relation.ispartof	Australasian Conference on Information Systems 2025
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Scaffolded Progression for GenAI Literacy: A Design- Science-Inspired Intervention in First-Year Information Systems Courses
dc.type	Conference Proceeding
utslib.location.activity	Australia
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/
dc.date.updated	2026-01-28T02:13:29Z
pubs.finish-date	2025-12-05
pubs.publication-status	Published
pubs.start-date	2025-12-01

Abstract:

Generative AI (GenAI) is transforming knowledge production and use, raising urgent challenges for assessment integrity, curriculum design, and graduate capability. While policies and literacy frameworks set guiding principles, few demonstrate how to embed GenAI at scale in ethical and sustainable ways. This research-in-progress introduces a Scaffolded Progression Framework for GenAI Literacy, combining a pedagogical design with its operationalisation in the learning management system (LMS). Designed for large, first-year cohorts where foundational habits of academic integrity and digital practice are formed, the framework sequences guidance, application, and reflection through staged assessment tasks. The study adopts an exploratory, design-science-inspired intervention evaluated through mixed methods, integrating quantitative indicators (e.g., task completion rates, LMS logs) with qualitative insights from student reflections, focus groups, and staff interviews. Piloted in one first-year Bachelor of Information Systems (BIS) subject and now implemented in a second, it offers a scalable, institutionally aligned model for ethical GenAI literacy.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/192469