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University of Delaware Pre-Service Teachers Learn to Guide Students Through Generative AI in Writing
At the University of Delaware, pre‑service teachers are stepping into the future of classrooms with a new English course that turns generative AI from a buzzword into a classroom ally. Titled Adapting GenAI in the Teaching and Learning of Writing, the class is taught by assistant professor Ju‑A Hwang and is open to all UD students.
Rather than banning the technology, the course embraces it. Students learn to map the strengths and limits of tools such as NotebookLM, Claude, and other generative models. They examine how AI can scaffold brainstorming, drafting, and revision, and they scrutinize ethical concerns like academic honesty and bias.
"One thing that I always mention to pre‑service and in‑service teachers is that their decisions about whether to integrate AI tools should be based on their own study and understanding of AI tools," Hwang said. "Just feeling that this is a new technology and many people say it’s not good, so I’m not going to use it, is not a healthy way to make decisions as an educator."
Throughout the semester, students experiment with a range of platforms. Sophomore English major Michael Moses used NotebookLM to design a micro‑teaching activity. The lesson required learners to watch a video, take notes independently, complete a quiz, and then compare their notes with AI‑generated notes on the same material. Afterward, they reflected on which notes were more useful and why.
Moses described the project as "really fun" and said it helped him see AI as a tool students need help understanding rather than a threat. "It’s important to teach both the uses and the misuses of it. We should lead students through this AI era instead of just telling them about it," he added.
Beyond lesson planning, the course asks students to draft their own AI philosophy statements and classroom AI policies. Hwang emphasized that reflection is a key part of preparing teachers for AI‑integrated classrooms.
"We want students to kind of suffer through the process," Hwang said. "Without the difficult part, you don’t learn."
While the course targets future teachers, many participants are not planning teaching careers. Senior Natasha Kapadia, a political science and communication double major who intends to become a journalist, noted that the experience broadened her awareness of AI platforms.
"As someone who wants to be a writer myself, this is a huge part of my world. There were so many AI platforms that I didn’t even know existed," Kapadia said. "Claude scares me because it’s so advanced."
Hwang sees the greatest value of AI as a thinking tool that can generate counterarguments or identify gaps when combined with solid subject knowledge and critical judgment.
The course aligns with broader research on AI literacy in higher education. A 2025 study published in Educational Technology Research and Development found that pre‑service teachers who received structured AI training were more likely to integrate AI responsibly into their future classrooms.
University of Delaware’s initiative reflects a growing trend among U.S. institutions to embed AI education into teacher preparation programs. By equipping future educators with both technical knowledge and ethical frameworks, the university aims to prepare teachers for classrooms where AI is increasingly common.
The course is currently offered in the fall semester. Students who complete the program receive a certificate of completion that can be added to their teaching portfolios. The university has not announced additional AI‑focused courses, but Hwang said she plans to expand the curriculum to include more advanced AI tools and policy discussions.
The University of Delaware’s approach demonstrates how higher‑education institutions can balance the benefits of generative AI with the need for responsible instruction. As AI tools become more sophisticated, the demand for teachers who can guide students in their use will likely grow.
Rather than banning the technology, the course embraces it. Students learn to map the strengths and limits of tools such as NotebookLM, Claude, and other generative models. They examine how AI can scaffold brainstorming, drafting, and revision, and they scrutinize ethical concerns like academic honesty and bias.
"One thing that I always mention to pre‑service and in‑service teachers is that their decisions about whether to integrate AI tools should be based on their own study and understanding of AI tools," Hwang said. "Just feeling that this is a new technology and many people say it’s not good, so I’m not going to use it, is not a healthy way to make decisions as an educator."
Throughout the semester, students experiment with a range of platforms. Sophomore English major Michael Moses used NotebookLM to design a micro‑teaching activity. The lesson required learners to watch a video, take notes independently, complete a quiz, and then compare their notes with AI‑generated notes on the same material. Afterward, they reflected on which notes were more useful and why.
Moses described the project as "really fun" and said it helped him see AI as a tool students need help understanding rather than a threat. "It’s important to teach both the uses and the misuses of it. We should lead students through this AI era instead of just telling them about it," he added.
Beyond lesson planning, the course asks students to draft their own AI philosophy statements and classroom AI policies. Hwang emphasized that reflection is a key part of preparing teachers for AI‑integrated classrooms.
"We want students to kind of suffer through the process," Hwang said. "Without the difficult part, you don’t learn."
While the course targets future teachers, many participants are not planning teaching careers. Senior Natasha Kapadia, a political science and communication double major who intends to become a journalist, noted that the experience broadened her awareness of AI platforms.
"As someone who wants to be a writer myself, this is a huge part of my world. There were so many AI platforms that I didn’t even know existed," Kapadia said. "Claude scares me because it’s so advanced."
Hwang sees the greatest value of AI as a thinking tool that can generate counterarguments or identify gaps when combined with solid subject knowledge and critical judgment.
The course aligns with broader research on AI literacy in higher education. A 2025 study published in Educational Technology Research and Development found that pre‑service teachers who received structured AI training were more likely to integrate AI responsibly into their future classrooms.
University of Delaware’s initiative reflects a growing trend among U.S. institutions to embed AI education into teacher preparation programs. By equipping future educators with both technical knowledge and ethical frameworks, the university aims to prepare teachers for classrooms where AI is increasingly common.
The course is currently offered in the fall semester. Students who complete the program receive a certificate of completion that can be added to their teaching portfolios. The university has not announced additional AI‑focused courses, but Hwang said she plans to expand the curriculum to include more advanced AI tools and policy discussions.
The University of Delaware’s approach demonstrates how higher‑education institutions can balance the benefits of generative AI with the need for responsible instruction. As AI tools become more sophisticated, the demand for teachers who can guide students in their use will likely grow.
