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Cultivating Inquiry through AI by reimagining learning relationships

Session Description

As generative AI becomes increasingly embedded in higher education, how might we cultivate deeper inquiry in our learning spaces with or without AI? This session shares findings from an interdisciplinary research that proposed an eight-step, AI-assisted workflow designed to help undergraduate students develop stronger research questions. Rather than positioning AI as a source of solutions, the model frames it as a “Socratic Challenger” that prompts reflection, critique, and refinement. Participants will explore how intentional cycles of AI-supported exploration, literature verification, and human feedback can cultivate students’ curiosity, evaluative judgment, and capacity for evidence-based inquiry. You will get an opportunity to reflect on how facilitators can reimagine their relationship with their learners by intentionally incorporating or avoiding AI in their learning spaces.

Â鶹ÊÓƵ Dhvani Toprani

Dhvani is the Assistant Director of the Learning Design and Support Team at Â鶹ÊÓƵ, where she advances the use of technology in academic and administrative settings. Her work focuses on integrating instructional technology, design thinking, and generative AI to promote collaboration, digital literacy, and higher-order thinking in learning environments. She works with faculty and staff to support the design of technology-enabled learning experiences.