In my previous reflections, I explored how students use AI tools to support learning, how AI-generated content should be evaluated, how expectations change in professional environments, and how AI features can support accessibility. Building on these ideas, I wanted to reflect on the broader question of what responsible AI use actually requires. As AI tools…

In my previous reflections, I explored how AI tools are used in both academic and professional settings, and how responsible use requires critical evaluation and accountability. Building on this, I wanted to examine how AI also plays a role in accessibility, particularly in professional environments where tools like Microsoft Copilot are integrated into everyday workflows….

In my previous reflections, I explored how students use AI tools to support learning and how important it is to critically evaluate AI-generated content. Building on this, I wanted to consider how AI use changes in professional settings, where tools like Microsoft Copilot are increasingly integrated into workflows and expectations around accuracy, privacy, and accountability…

In my previous reflection, I explored how students are already using AI tools to support their learning, often through self-directed experimentation without formal guidance. Building on that discussion, this week I wanted to reflect more specifically on how learners evaluate AI-generated explanations and study materials, and what digital literacy skills are required to use these…

As AI tools become more common in both academic and professional settings, I am interested in exploring how tools like Microsoft Copilot can be leveraged efficiently and responsibly in professional settings without over-reliance. To begin this inquiry, I wanted to understand how students are already using AI in their everyday learning and study practices. What?…